Contents

Acknowledgements
Introduction 1
Approach to learning and teaching mathematics 1
How the programme is organised 4
1. Numbers, operations and relationships 6
2. Patterns, functions and algebra 9
3. Shape and space (Geometry) 12
4. Measurement 16
5. Data handling 18

Suggested Activites to Promote Appropriate Skills and

Knowledge
Grade 1
1. Numbers, operations and relationships 20
2. Patterns, functions and algebra 48
3. Shape and Space (Geometry) 66
4. Measurement 78
5. Data handling 92

Grade 2
1. Numbers, operations and relationships 100
2. Patterns, functions and algebra 140
3. Shape and Space (Geometry) 158
4. Measurement 180
5. Data handling 200

Grade 3
1. Numbers, operations and relationships 208
2. Patterns, functions and algebra 248
3. Shape and Space (Geometry) 274
4. Measurement 316
5. Data handling 332

Suggested Resources 343

 Acknowledgements
The Guidelines for Teaching Numeracy in the Foundation Phase was originally produced as
support material for Foundation Phase educators in Gauteng, South Africa by COUNT for the
Gauteng Education Department (GDE). This work, a digital version of the GDE publication of
2009, is released under the Creative Commons Attribution-Non-Commercial 3.0 licence. The
materials have been updated so that they can be used by any educator teaching mathematics
from Grades 1-3 in the primary years, in any country.

Guidelines for Teaching Numeracy in the Foundation Phase.

© Gauteng Department of Education 2009. Revised digital edition 2013
Authors: COUNT www.countafrica.co.za
Citation: COUNT. (Rev. ed) (2013). Guidelines for Teaching Numeracy in the Foundation Phase. Johannesburg: Saide.
Introduction
This programme provides Grade 1, 2 and 3 educators with:

■■ a progression of appropriate activities that introduce young learners to the basic

mathematical understanding, knowledge and skills that they should develop during their early
schooling;
■■ ideas and examples of interesting practice activities that will help learners consolidate and
extend their understanding and skills;
■■ suggestions for suitable interventions, support and challenges to meet the needs of both
struggling learners and learners who are ready to go ahead;
■■ ideas and examples of resources that educators can use to enrich and extend the activities at
the end of each section, for each grade, you will find lists of possible resources you can use
- at the end of the document you will find a Resources section which includes examples of
worksheets and of materials you can copy for distribution to your learners;
■■ a discussion of the approach to learning and teaching mathematics that we adopt in this
programme.

Approach to learning and teaching of mathematics that

underpins the programme
From the way many of us were taught mathematics, we may think that our job as mathematics
educators is to tell or show learners what to do and how to do it in each mathematics situation.
Whether or not our learners understand the methods we show them, we then expect them to
“learn” mathematics by using the taught methods to complete a “mountain” of practice sums.
So our learners come to think that there is only one correct, and often mysterious, way to solve
mathematics problems.

Classroom research in many different countries shows that treating learners exclusively as “listen-
and-practise” machines prevents many of them from becoming independent and competent
mathematical thinkers who will be able to deal successfully with further mathematics education.
On the other hand, the research shows that, when we adopt teaching approaches that encourage
learners to participate more actively and critically in the learning process, they develop the
confidence to:

• develop their own thinking, reasoning and solution methods;

• work with understanding;
• enjoy tackling different mathematical challenges.

This also applies to schools that have large classes and inadequate resources.

The activities in this programme employ various strategies to promote meaningful and enabling
mathematical development. The strategies modelled in the programme include:

1. Using a variety of challenging and interesting problems

The programme helps learners to give meaning to their maths experiences by challenging
them to investigate, discuss and apply their existing maths understanding to various contextual
problems. The programme varies the contexts, mathematical structure and level of difficulty
of the problems appropriately so that they are familiar, interesting and/or of practical value to
young learners. We encourage educators to give learners the time and the freedom to construct
solution methods that best suit their levels of development and ways of working in each
situation.

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 When we do this, we find that learners:
• learn to think about the mathematics that is involved in various situations;
• are able to develop their own problem solving methods and choose which techniques
and/or operations to use depending on their available number competence (e.g.
counting in different ways, place value, ordering, comparing, building up and breaking
down numbers, doubling and halving, using concrete materials lines);

Dana has R99. She needs R150 for This is what I I counted on,
school fees. How much more money wrote. like this.
does she need?
R99 plus R1 is R100.
150 – 50 is 100. From R100 to R150 is
100 to 99 is 1 more. another R50...
50 + 1 is R51. R1 and the other R50
is R51.

I see that these methods are much easier than “carrying and borrowing”. The children
used different methods, but they both understand what they did.

• are able to develop and use their own informal language and recording methods to
help them solve, explain and justify their methods and answers;
• are able to develop and extend their own understanding of numbers and of how they
can use them more efficiently to solve problems mentally and in writing.

2. Allowing learners to develop literacy skills to support their

mathematical growth
In a problem-centred approach, learners’ ability to understand the language (including
the words, grammatical structures and contexts used) as well as their level of reading
comprehension will obviously affect their progress.

The programme’s example problems are described in simple language and include various
types of contexts as we know that language and mathematical skills develop over time and
through repeated and varied learning opportunities.

Educators will find that, depending on their learners’ particular backgrounds and past
experiences (including language experiences), they will respond with different levels of
interest and understanding to different problems. We therefore encourage educators to
think critically and work actively to increase the relevance of our programme by:

• treating the given examples as suggestions and varying them appropriately to meet the
needs of your individual learners’ circumstances;
• ensuring that you expose your learners to a variety of suitable contexts, mathematical
concepts, skills and problem types;
• gradually introducing less familiar contexts as your learners’ confidence and ability
grows;
• paying special attention to the needs of learners whose home language differs from the
language of instruction (for example, translating the materials or using code switching
techniques);
• developing a classroom culture in which learners have many opportunities, and feel
free to, experiment, ask questions, explain, share and test new ideas and ways of
working with their peers and with their educator;
• helping learners become fluent with mathematical terms, symbols and conventions
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 by introducing them gradually and appropriately when you see that your learners
understand and can use the underpinning maths concepts (see next section).

Research shows that, within this kind of supportive environment, learners functional
literacy grows: Learners begin to read with more understanding and purpose and they learn
to use their language and reading skills to extend their mathematical ability in ever broader
contexts.

3. Helping learners to record their ideas in ways that they

understand
The programme encourages educators to help learners translate their verbal explanations
into written methods. As your learners find their own ways to solve problems, encourage
them to record their methods in any way that makes sense to them. This helps them to
clarify their thinking and keep track of what they do. Depending on their prior experiences,
different learners will choose different recording methods in different situations and at
different times. At first, they will probably do rough drawings or jot down a few numbers,
words and/or symbols. It is important that educators value and promote these first informal
written methods as essential beginning steps towards the development of conceptual
understanding.

Let learners take turns to use their own language to share their ideas. (Remember that,
for all of us, our most powerful thinking and learning language is our home language.)
Encourage the rest of the group to listen carefully to check the solution methods. In the
early stages, you can help learners by acting as their scribe. As you write their explanations,
be sure to mirror closely what learners say – otherwise they will not understand what you
are doing. Also ensure that you never encourage a learner to use someone else’s method
because it seems quicker or more sensible. With continued exposure and practice learners
will begin to understand and adopt shorter mental and written methods.

When you feel that learners are ready, you can gradually introduce more abstract symbols.
Mediate the links between what learners do-and say and what they say-and-write carefully
and thoroughly. Learners will then begin to see that they can use mathematical words and
symbols as short ways to express maths ideas that they already understand. Also make
sure that learners use the symbols correctly and with understanding. Be sure to do so in
a supportive, unthreatening and safe environment that promotes individual ways of doing
things and welcomes mistakes as situations to learn from.

The advantages of working in this way are:

• learners become far more positive about mathematics;
• learners find that they can fall back on their own resources to discover number facts;
• learners find that they can re-discover number facts if they forget them;
• learners gain confidence to tackle new and complex problems in flexible ways;
• learners are able to add new facts to their memory banks – which they are more likely
to remember because they have constructed them themselves.

You told me that 2 threes No problem! Good thinking.

are 6. So think about this, 2 threes are 6. Think carefully,
how much will 4 threes To find 4 threes, what’s 8 threes?
be?...How do you know? I double, so …16 threes?
it’s 12.

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 4. Giving learners opportunities to share their experiences in small
groups
The programme encourages educators to help learners develop their concept
understanding and their language skills as they work in small groups. At times you may
find it useful to let learners work in same-ability groups and at other times you may want
to use mixed-ability groups.

As learners work you should:

• ensure that each learner feels confident to participate;
• ensure that groups can work independently and that they stay on task;
• observe the interactions within the groups, noting different ideas and ways of working
that will contribute meaningfully to your whole classes’ interest and development
during whole class feedback sessions;
• where necessary, focus your attention on particular groups, either to support learners
who are struggling or to promote and extend creative reasoning.

5. Use of appropriate resources

Resources and other concrete aids can contribute to the growth of mathematical thinking
if they are used appropriately to support learners as they construct their understanding
of new concepts. The programme provides many resource-based activities as well as
examples of the resources which you can copy for your classroom use. (See Resources).

Remember, successful classroom use of resources depends on the educator:

• being familiar with the resources – so, if they are new to you, practise using them
yourself in the given activities before you introduce them to your class;
• showing learners how to organise and manage the materials so that they are easy to
use – for example, arranging their number cards systematically in rows and always
replacing cards in their correct place after use;
• being able to asses when different learners are ready to move away from the concrete
support and encouraging them to always feel free to do so.

How the programme is organised

For convenience, the programme presents the work progressively for each grade under
the following five headings:

1. Number operations
This section provides materials that help learners develop the ability to recognise,
describe and represent numbers and their relationships, and to count estimate, calculate
and check with competence and confidence in solving problems.

2. Patterns, functions and algebra

This section provides materials that help learners develop the ability to recognise,
describe and represent patterns and relationships as well as to solve problems using
algebraic language and skills

3. Shape and Space

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This section provides materials that help learners develop the ability to recognise, describe and represent
characteristics and relationships between two-dimensional shapes and three-dimensional objects in a
variety of orientations and positions.

4. Measurement
This section provides materials that help learners develop the ability to use appropriate measuring units
and formulae in a variety of contexts.

5. Data Handing
This section provides materials that help learners develop the ability to collect, summarise, display and
critically analyse data in order to draw conclusions and make predictions, and to interpret and determine
chance variation.

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 1. Numbers, operations and relationships
Having a good sense of number lays the foundation for almost all related numeracy
skills.
We need to help our young learners to develop a sense of the size or ‘how muchness’ of
a number – such that they know for example that 45 is larger than 40 and 450 is much
larger. We need also to show them how we can break down numbers or decompose
them and then re-build or recompose them in different ways. So 45 can be 40 + 5 or 20
+ 25 or 9 x 5 and so on. We also need to help them realise that there are many different
computational strategies they can use or choose from to solve number problems.
Many young learners still use lines or stick figures to do calculations and solve
problems. This shows that they have a poorly developed sense of number which
impedes their further mathematical functioning and reasoning. Learners with a poorly
developed number sense, will struggle to master higher order tasks expected of them in
later years.

Different levels of counting

In order to be able to assess the level of different learners’ estimating and counting skills
you need to know about the different developmental stages that young learners tend to
go through as they learn to count and combine groups of objects.

Have you ever watched how different learners go about solving a task like this?

You have 3 sweets and your mother gives you seven more.
How many have you got altogether?
You can use your counters to help you find out.

If you watch carefully, you will notice that different learners go about solving counting
problems in different ways. We call these the different “Counting Stages”. Before you
read on, think about whether you have noticed the different ways that learners, who
have had different amounts of counting experience, may go about solving the problem.

The Counting Stages

Stage 1: Count all
Learners who are just beginning to develop counting skills, may struggle to put out
the number of objects to match the numbers they need. If they count orally or count
pictures of objects they will “count all” the objects one by one. They will probably
guess inaccurately when they try to estimate.

1 2 3 4 5 6 7 8 9 10

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Stage 2: Count on from the first number
Learners who have had more counting experience and guidance begin to base their
estimates on their “sense” of the size of the total group. They also begin to understand
that to find the actual amount they can simply “count on” from the first number, like
this:

3 4 5 6 7 8 9 10
These learners have made a big “cognitive leap” (thinking step) in their understanding
of number. They no longer have to count the smaller group to check that it is still
three –they know it is three once they have put it out. In other words they have learnt
to conserve number, or understand that the amount stays the same no matter how
you arrange the objects to be counted (you will learn more about conserving numbers
at a later stage).
Stage 3: “Count on” from the biggest number
After still more counting experience, learners become more efficient counters. They
realise that it is quicker to start with the bigger number (seven) and then just count
on the additional smaller group of three counters. They can do this in their heads and
do not need to re-arrange the counters. So they simply say something like this:
7 8 9 10
Stage 4: Knowing from experience
Learners who have had lots of experience of putting amounts of numbers together in
many different situations, remember their number facts and are able to apply them in
different problem solving situations. So they may simply say something like, “3 sweets
and 7 sweets makes 10 sweets altogether”.

How do learners get there?

Here is an important question that educators must ask themselves in order to
understand how they should plan and develop effective learning experiences for their
learners:
How do we help young learners move through the stages
from “counting all” to knowing their number facts and being
able to use them meaningfully in different situations?

If we come from a rote learning schooling tradition we might think that to help a
learner move from a “counting all” to a “counting on” stage we should simply tell
them what to do. Maybe something like this:

No, no… don’t recount all the counters. It is much quicker to just count
on. Start from three and then say four, five, six, seven, eight, nine,
ten. For the future, remember that 3 and 7 are ten. Practise after me…
Three and seven are… three and seven are…. Three and seven are...
Next time I ask you about three plus seven I want you to be able to
give me the correct answer immediately.

We become frustrated when many of our learners do not remember what we tell
them. Even if they do remember when we simply ask, “three plus seven”, many of
them do not understand that they can use the same number knowledge to answer
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 similar problems (for example a problem like, “I have three cents and mother gives me
another seven cents. How much money do I have now?). They become even more confused
when we change the way we structure the question, for example, “I have seven cents. I
need ten cents to buy a sweet. How many more cents do I need to buy the sweet?”
Classroom based research in South Africa and other countries shows that, we cannot just
tell them how to calculate or how to solve problems. We cannot teach or tell children to
count on instead of counting all.
On the other hand, as long as we constantly expose them to objects that need to be
counted, they will gradually come to understand that counting means adding on to or
taking away from a given number. When they realise or “know” this, they will naturally
drop “counting-all” methods and use quicker “counting-on” methods instead. In time they
will be able to count forwards and backwards from any number without having to go back
to 0 or 1. Learners need many different opportunities to count real objects and to match and
compare them. In this way they can first build up ideas of “more”, “less”, “as many as” and
then work towards more extended understanding of numbers.
When we introduce learners to new concepts and content, we should plan activities
that will challenge them to work actively to find their own ways to get answers that they
understand. We need to give learners time and opportunity to make sense of the world and
to construct their own understanding.
We should aim to develop a variety of activities in a variety of situations that will help
learners to work concretely in order to develop their own ways to understand the
relationships between numbers. We should plan our learning activities to match our
learners’ levels of thinking. For young learners, who are in a “concrete operational stage”,
we should not jump too soon into abstract work with formal calculation methods and with
symbols.
Language plays a central role in children’s learning. Children need to speak and
communicate in order to make contact with the world, so they must develop and use the
tools (language) that make this possible. At first children just use language to label the
environment and to establish contact with other people in their environment. Gradually,
they become able to internalise language and use it internally for higher order thinking. So
language is a tool that helps us to shape, develop and build our capacity to think.
Play also has a significant role in the development of thought and language. Children learn
about their world through play and they use play to mediate and make sense of what they
see around them. Learning can occur in many social situations that are mediated through
language. Play, formal instruction, interaction with an older sibling, a parent, or another
learner are all mediated through language. Through language, an experienced person can
guide a learner’s construction of ideas.

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2. Patterns, functions and algebra
Even before they start school, young children develop concepts about patterns that help them to
recognise trends and to organise their worlds. They learn repetitive songs and rhymes that are based
on repeating and/or growing patterns. All around them they see shapes and colours arranged in
regular ways to form patterns. Our African environment is particularly rich in these kinds of patterns
– just think about our beautiful beadwork and the way many huts and homes are decorated. Young
children may also see things in their environments that are beautiful, but do not follow any particular
pattern. This helps them to distinguish repeating and predictable patterns from random arrangements
of shape and colour.
Looking for patterns is a fundamental part of mathematics learning and a key part of developing
mathematical thinking. This quote sums up the importance of why young children should study
patterns:
Looking for patterns trains the mind to search and discover the similarities that
bind seemingly unrelated information together in a whole. A child who expects
to make sense looks for the sense in things and from the sense develops
understanding. A child who does not see patterns does not expect things to
make sense and sees all events as discrete, separate and unrelated.
Mary Brata-Lorton, quoted in Marilyn Burns: About Teaching Mathematics

Patterns in our number system

The number system we use, called the Hindu-Arabic system, developed over thousands of years.
Patterns form the basis of how our number system is structured. For example, we only use 10 symbols
or digits, to write all numbers (0, 1, 2, 3, 4, 5, 6, 7, 8 and 9). The place where we write digits in
numbers shows us the value of those digits.
Many teachers and learners alike regard number problems as a set of rules and steps to follow, where
the goal is to mimic set procedures and come up with the right answer in a prescribed sequence of
steps. Looking for patterns is not foregrounded or used as a strategy to help learners understand
our number system, uncover number relationships or solve number related problems. If our learners
are not helped to look for patterns as an approach to developing their understanding, learning and
doing mathematics becomes more difficult than it should be. For example, when adding these sets of
numbers together, a well-trained Grade 3 learner does this quickly, by looking for the value of the 1s
digits that add to whole 10s.
44 + 23 + 51 + 66 + 37 + 49 She may re-write the numbers as:
= 44 + 66+ 23 + 37 + 51 + 69 and then combine the numbers in this way:
= 100 + 10 + 50 + 10 + 110 + 10 and now finds it easy to get the answer:
= 110 + 60 + 120
= 290

The necessary thinking skills take many years to develop and “learners should be given opportunities
at every grade level to develop these skills to greater levels of sophistication so that they can be used
with greater competence and confidence”. (South African National Curriculum Statement)

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 The mathematical skills involved, include:
• observing, recognising, analysing (finding ‘sameness’ and ‘differences’);
• specialising (becoming familiar with the details of each case);
• o
 rganising and representing - for example, you may put out counters or make a drawing to show
what you think the fourth case will look like;
• using language to describe, explain, convince and justify conjectures (give reasons to support ideas);
• analyse, assess, agree with/argue and refute each others’ ideas;
• u
 sing patterns and relationships to predict and/or extend general rules to other patterns and
relationships.

Shape patterns
By introducing young learners to a variety of shape patterns, we can help them to find out about the
geometric properties of different shapes as well as help them start to reason about patterns. Look for
opportunities where your learners can find different shape patterns around the classroom - for example,
in the structure of the window frames, the formation of the roof trusses, the paving or tiling on walls or
floors, patterns used as borders of their workbooks, textbooks or in newspapers. Also set tasks where
your learners can design their own patterns – for example stringing beads (e.g. one red, one blue, one
green, or two yellow, one red, two yellow, one red …) or laying out or drawing shapes in a patterned
series.
These examples illustrate the kinds of patterns to focus on.
Learners should be able to identify the rule for the shape patterns, then draw the shape/s that they predict
come next in the pattern and explain their reasoning. As they work, they analyse, represent and then
internalise the properties of the each pattern. They also become aware of, and justify the rules they
develop to describe the repeating or growing nature of the patterns.

√ æ √ æ √ æ √ æ (a repeating pattern)

ØØ Ø ØØØ(a growing pattern)

In observing patterns, learners engage informally with concepts of transformation (change). They observe
how the same shape is used in different orientations (directions) to create a repeating and predictable
pattern. These kinds of patterns are abundant in
art and craft. By using local examples, we can help
learners come to appreciate the beauty and uncover
the structure of patterns found in their own cultures.
Note that in the beginning stages, young learners
do not yet need to know the formal terms we use to
describe these transformations: (the shape ‘rotates’ or
‘makes a turn’ of 90 degrees around its central axis).
They should rather use their own ways to describe what they see – for example, “the shape turns this
way or that way”.

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We can help learners to generalise rules for patterns by using prompts like:
“Describe the pattern?”…”What are the next three shapes?”… “How does the pattern go on and on? …”
Embedded in both number and shape pattern investigations like these is the idea of a function. A
function is a particular relationship between two sets of numbers (e.g. the position of a pattern and the
number of shapes in that pattern). The notion of functions evolves from the investigation of patterns and
underlies many mathematical concepts. Understanding functions makes it possible to predict results in
problems in mathematics and many other applied learning situations.

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 3. Shape and space (Geometry)
In the past, most of us started work with shapes by simply telling learners the names of
‘flat’, or two-dimensional (2-D) shapes. We now realise that it is better to begin with real
three-dimensional (3-D) objects because these are what we see most often in our everyday
environments.

Three-dimensional shapes
We say that real objects are three dimensional
because we can measure them in three
‘dimensions’ or directions. We can measure them
from top to bottom (height), from side to side
(width or breadth) and from front to back (depth).
We can turn objects around and look at them
from any of these three directions.

Two-dimensional shapes
We call flat shapes and drawings two-
dimensional because we see them in only
two directions, length (height) and breadth
(width). We cannot take drawings of objects
off the paper.
We cannot actually draw a 3-D object on paper. We have to
use certain conventions (agreed practices) to represent three dimensions on paper. Your eye
tells you that these drawings are 3-D, but the drawings are actually flat. Young learners will
see them as flat because they have not had experience of the 3-D objects that these drawings
represent. Learners need to have many experiences with actual objects, and with linking
these representations to the objects they represent.
As we learnt from the work of Piaget and others, children do a great deal of important spatial
learning before they ever get to school. By observing and exploring, they learn to judge
distances so that they can reach and grasp objects; they learn to negotiate their way through
space; they learn how to fit shapes (including their own bodies) into spaces and they develop
informal concepts about shapes.
So learners should start by handling real 3-D objects; blocks of different kinds, cones, balls to
play and experiment with them. Through play, they can learn about the different shapes that
make up different objects and the relationships of these shapes to each other.

The Van Hiele levels of geometric thinking

Pierre Van Hiele observed that children see and think about shapes differently as they
develop. He identified five different levels of geometric thinking. If we understand and
recognise these levels of thinking, we can begin to help learners develop through the
different thinking levels.
1. The Van Hiele levels start with the visual level. During this level, young children use non-
verbal reasoning, e.g. they learn to recognise faces before they can describe them and
they learn to reach and grasp objects before they can say how far they need to stretch
out. Children who are operating at this level will judge shapes by their whole appearance
rather than by their attributes (e.g. number of sides, straightness of sides, number and size
of angles). They use informal language to describe their visual impressions. For example:
“It’s a square because it looks like one”.
“It’s a rectangle because it looks like a door”.
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2. During the next, descriptive level, children begin to learn to use language to describe
the details of the properties of shapes. For example:
“It’s a triangle because it has three sides”.
However, at this level, they have not yet built up a set of logical rules about the
shapes. For example, they cannot work out that, if a triangle has three equal sides, all
its angles will be equal to each other. During this stage, if there hasn’t been enough
correct guidance, learners use a combination of visual reasoning with their own
unsophisticated, partial understanding of the properties of different shape categories.
For example:
It has three sides
but it’s too long to It’s not a triangle It’s a triangle
be a triangle. because it doesn’t because it‘s pointy.
have a flat bottom.

3. At the next level, the informal deduction level, learners begin to use reasoning to
develop new ideas based on what they already know. For example, they can explain
logically why squares are a special kind of rectangle.
Young learners do not
I think that a square is a kind of a rectangle because it has
need to know how to 4 sides. The four angles of the four corners are all the same
measure angles. and the lengths of opposite sides are equal to each other.
However, they can learn
to use a corner of a piece
of paper as a ‘right-angle checker’.
4. During the next two levels, the deductive and the axiomatic levels, learners are able
to reason in increasingly abstract ways. These levels are not generally suitable for
young learners, although some current popular teaching methods expect learners
to be able to reason like this. For example, they expect learners to understand the
properties of prisms by merely giving them a few drawn examples with verbal
definitions.
What does this research suggest about teaching shape and space
concepts?
Research shows that the development of learning from one level to another depends
more on good and varied opportunities to learn than on physical or biological
developmental. Many learners struggle with geometry in later years because they have
not had enough appropriate early learning experiences to help them develop their
thinking skills to the level of deductive reasoning.
So we must meet the challenge of leading our learners through a journey of discovery so
that they can investigate the interesting and beautiful world of space and shape.
We must also meet the challenges that result from our own schooling where we were
seldom exposed to working with space and shape in meaningful ways. Because we
are now being asked to teach in ways that we were never taught, many of us are not
confident about what to teach or how to teach it.
As with so much other mathematics learning, shape and space have been taught as a rote
memory of shape names and properties. We need to change this and learn to create rich
opportunities for learners to explore, to make connections, to construct, to discover, and
to share and extend their existing knowledge.
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 Here are some more guidelines, based on research findings, that you should keep in mind
when you develop and implement Shape and space activities:
• Children bring ideas about Shape and space from home.
• There can be big differences between various children’s levels of spatial reasoning. For
example, in one study, the educators found that one of their three-year-olds was able to
identify and describe rectangles correctly while one of their six-year-olds thought that
all ‘pointy’ shapes were rectangles.
• Maturity plays some part in the development of spatial sense. However, researchers
conclude that, “Good opportunities to learn are more important than developmental
level when it comes to children’s learning about shape” (Douglas H. Clements and Julia
Sarama).
• Reasoning and language ability grow when we encourage children to manipulate,
explore and talk about what they do and see. As they investigate new concepts, learners
need to work in ‘hands-on’ ways – handling concrete shapes and objects, moving
them around, turning them over, and looking at them from different sides, angles and
positions.
• To help learners develop their spatial sense, educators should, therefore, provide a wide
range of materials and structure the physical and learning environments in ways that
challenge children:
- to explore and navigate through their environment;
- to learn to mentally break up (analyse) objects and shapes into their parts;
- to recognise and be able to explain what these parts are and how they are related;
- to put the shapes and objects together again;
- to extract the shapes embedded in the objects;
- to use their understanding of the properties of shapes to compare objects and
explain similarities and differences;
- to build understanding of the links between real objects and the ways we
represent them in drawings and diagrams (e.g. drawing something small to show
that it is further away).
• We also need to challenge learners to learn to work independently:
- to make conjectures (“this is what I think”) about shape and space relationships;
- to verbalise, describe and explain their choices and reasons;
- to create chains of reasoning;
- to find different ways to approach and solve problems;
- to search for ways to prove or disprove these ideas.
• A
 s with other mathematical ideas, during the early stages, learners should use their
own informal language (‘pointy’, ‘fat’, and ‘long’, ‘up high’). As their concepts grow,
educators should model and scaffold in the correct mathematical language to help
learners clarify, communicate, summarise and generalise their spatial ideas.

page 14
• We need to allow a great deal of time for young learners to work through all these
learning processes.
Pierre Van Hiele suggests the following sequence of learning activities to prepare
learners for success, enjoyment and confidence with Shape and space:
1. Start with a discovery stage during which learners explore and manipulate the
materials in their environment.
2. Gradually build up concepts and language by helping learners to focus on the details
and inter- relationships.
3. Present summary activities that help learners use what they already know to build
new ideas.

page 15
 4. Measurement
Time
Because our modern lives are so strongly regulated by clocks and calendars, we tend to
take the measurement of time - in years, months, weeks, days, hours, minutes, and seconds
- for granted. We forget that the tools we use today are the product of thousands of years
of cultural development. It is important, though, to understand that the concept of time is
complex for young children. In other areas of measurement, learners start by comparing
two things directly e.g. is the blue block longer, shorter, or the same length as the red one?
Does the tall thin bottle hold the same, more, or less than the short wide bottle? The learner
compares the quantities directly, and if she is unsure, she goes back and compares again.
But time, by its very nature, is transient (it passes quickly), which means there are fewer
opportunities to make direct comparisons.
Time is one of the most mysterious quantities that can be measured – not only for children,
but also for adults, even for scientists and mathematicians. Other quantities we learn to
measure in school are comparatively well behaved. Time, though, twists in a complex
spiral of many cycles without ever passing a given point more than once. Our experience of
time is also highly subjective. For children, as for adults, when waiting for a special event
each moment may seem like an eternity, while an hour spent playing a game, climbing a
tree, or daydreaming may seem to pass in an instant.
There are three distinct aspects of time for the young learner to grasp:
• S equencing, or ordering events in time, has to do with the linear nature (passing)
of time. It involves words like before, after, first, second, next, last, yesterday, today,
tomorrow, before, after, and now.
• Duration is the ‘how muchness’ of time, and uses words like long, short, quick, fast,
faster, slow, slower, how long ago, how long will it be, how long will it take, as well as
units of time such as hours, minutes, and seconds, days, weeks, months, years.
• These terms are also used in Calendar time, which has to do with the cyclic nature of
time. The vocabulary of calendar time reflects these many cycles – day, week, month,
year, season, morning, afternoon, evening, night, midnight, weekend, today, spring,
summer, autumn, and winter, as well as the days of the week and the months of the year.

Mass, length and capacity

Learners’ first experiences in measurement involve making direct comparisons e.g.
which block is longer? These concrete experiences are important for learners to identify
measurable properties of objects. The goal of early lessons in measurement is not simply
to teach the mechanics of measurement, but rather to develop measurement reasoning in
learners. This reasoning allows learners to compare attributes even when direct comparison
is not possible. Researchers have found two distinct cognitive levels – transitive thinking and
unit iteration, and have observed that transitive thinking always comes before unit iteration.

page 16
Transitive thinking: Transitive thinking is the ability
to connect two or more different relationships. For
example, the young child can immediately see from
these pictures that A is longer than B, and that B is
longer than C. But if the first picture is on one desk and
the second is on another desk, when asked which is
longer, A or C, some learners may struggle, because
they cannot compare A and C directly. When learners
have developed transitive thinking, they will be able to
reason that, if B is longer than C, then something which
is even longer than B will also be longer than C.
Unit Iteration: Only after transitive thinking has A B B C
developed, does the learner develop unit iteration.
Unit iteration means the ability to correctly repeat a unit
a number of times, without gaps or overlaps, to measure something longer than the unit used. Unit
iteration involves making a mental relationship between the parts and the whole, between the unit
used for measuring and the length measured.
Measuring again and again, whether with standard or non-standard units, does not provide learners
with enough understanding to develop transitive thinking and unit iteration. Learners need
experiences that challenge them to think in order to develop measurement reasoning.

page 17
 5: Data Handling
Citizens in a democracy must make a myriad of decisions, and the health of the nation depends upon
those decisions being wisely taken.
There is a wealth of data to help us make these decisions, and it bombards us from every direction -
television, newspapers and other media - inflations, stock market prices, crime rates, rainfall, sports
results, election polls, government spending, population and health statistics. Through the study of
data handling, the learner develops the skills to collect, organise, display, analyse and interpret this
information in systematic ways. They can then go on to draw conclusions and make predictions based
on the data. This enables the learner to participate meaningfully in political, social, scientific, cultural,
and economic activities.
By studying data handling, the learner will also understand how data can be used either to faithfully
represent, or to misrepresent a situation, and how to tell the difference.
In the beginning the teaching and learning of data handling focuses on sorting objects and data in
different ways, based on the different features of the objects or data. The learner should be able to
represent data in different forms that involve a one-to-one correspondence between items in the data
set and their representation. For each grade in the programme there is a summary of the forms of
representation that are appropriate for learners in that grade.
There are some probability and combination concepts and experiences that will prepare young learners
for the study of probability when they encounter it in later grades.
• Learners should understand the concepts of certainly, not possibly, probably, likely, unlikely, etc.
• How likely is it that it will rain tomorrow? What is the chance that the sun will rise tomorrow?
• L earners should have a lot of experience with random events by playing games with dice and
spinners.
• Your number lessons should include problems involving combinations, such as, “If four teams are
playing in a league and each team has to play each other team once, how many games will be
played in all?”

page 18
page 19
 Grade 1:
Numbers, operations and relationships
The learner will be able to recognise, describe and represent numbers and their relationships, and to
count, estimate, calculate and check with competence and confidence in solving problems.

Skills and knowledge

The learner:
■■ Counts to at least 34 everyday objects reliably.
■■ Knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at
least 34.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided. (See Resources)

Suggested activities
Counting concrete objects: building number sense
To help learners build a sense of the ‘how muchness’ (numerosity) of each
number, give them many opportunities to count out different objects in
and around their classroom. Depending on their previous experiences
with concrete counting, different learners will be able to count correctly to
different amounts. So it is best to allow learners to count up as far as they
can go, rather than deciding beforehand on a fixed amount for the whole
group each day. Start with amounts that learners understand and gradually
introduce bigger amounts as learners show that they understand the relative
size of the numbers.

As learners work, you should ask guiding questions to help them develop the
following important concepts and skills:
1. Attach the correct number names to groups of objects
Link the number words with the objects
We call this establishing one-to-one correspondence between the number
of objects and their number names. When they start counting, many young
learners simply say the number words in sequence as they point to objects
at random. They may not know when to stop ‘counting’ and ‘count’ the
same object more than once, or they may miss some objects out completely.
Encourage learners to organise their objects to be counted (for example by,
moving each object to one side as they count it, or, particularly with bigger
numbers, by organising them in groups or in rows). It is then easier to count
and name each object only once.

At first some young learners think that the purpose of counting is simply to
say the number sequence as they point to the objects. When you ask them,
“How many are there?”, they may simply count the objects again. It takes
time and many different experiences for them to understand that the answer

page 20
 Grade 1: Numbers, operations and relationships
to this question is the last number name they said. So always ask them “How
many” and, where necessary, model the answer
or, better still, get other learners to do so.

Include questions and activities to introduce the concept of zero (or ‘none’,
‘no more’), e.g. “How many tails does Mpho have?” …“How many bottle
tops on your table?” (before they take out their counters)… “You have six
sandwiches. How many more do you need so that six children can have one
sandwich each?”

To check that learners are developing a sense of the size of the numbers they
are counting, let them estimate the number of objects in groups before they
count them. They can then check their estimates by counting.

Different groups, same number

Learners need to understand that, even See Resources
if groups with the same number of
objects look very different (e.g. three
beads, three leaves, three doors) they
have their numerosity in common – in
this example, their ‘threeness’.

Different arrangements, same number

Learners need to understand that, if we rearrange the objects in the group,
the total remains the same. To help learners build this understanding, put out
groups of the same number of objects (at first, use the same objects for each
group, later use different objects for each group). Ask learners to say what is
the same about these groups. See Resources

You can also put out groups with different numbers of objects. Ask learners to
match the groups that have the same number of objects.
See Resources

Later, once learners have learnt to recognise number symbols, they can
label each group with the correct number label or card.

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 Grade 1: Numbers, operations and relationships
Building up and breaking down
Learners need to find out, when we break groups of objects into parts in
different ways, their totals remain the same.
Once learners have developed stable ideas of the ‘how muchness’ of
particular numbers, let them explore different ways to build up and break
down these numbers. For example, give groups of learners 5 glasses. Let
them find as many different ways as they can to break their group of 5
glasses into sub-groups. They can use number cards to label their sub-groups
and their totals. Later, they can label their sub-groups and totals with the
appropriate number symbols.

Learners can use their number cards to build up collections of

all the different ways they found to break up particular numbers.
Encourage learners from different groups to study each other’s
displays and to add additional possible combinations that they may
have missed. Allowing learners to repeat this type of activity with
each number in turn will help them to discover the relationships
between numbers. They will also learn their number bonds more effectively
than if they are simply required to repeat them by rote or to do quick recall of
number bonds fired at them during mental maths sessions.

Learners can then make written copies of their displays. They can also
develop and practise various other ways to build up and break down
numbers and to record what they do.
L et learners choose a number and see how many different
ways they can find to break it up, for example:
3 8 6

10 10 10
5 2 0 2 3 1

You can change and/or Later, once your learners have

extend this format by writing learnt how to write number
some of the outside numbers sentences, you can show
and letting learners fill in the 14 them how to link this format 10
6 4 6 1
missing numbers. to the ‘empty box’ format.
10 = 6 + 1 +
You can also use other outline 2
shapes with more sides to 5 2
encourage learners to break 19 You put out 3 glasses, but
numbers into more parts. there are 5 children in your
9 1 group. How many more
glasses must you put out?
Extend these activities by putting out a group of, say, 3
objects and another group of, say, 5 objects. Ask learners I drew in
to find out what they must do to make the number 2 more glasses
to make 5.
of objects in the two groups the same. Or pose other
challenging problems. Ask learners to find and explain
their own ways to solve the different problems
and to check their peers’ ways of working.
I counted on my I added on 4 and
5, that’s 2 more.
fingers from 3...4...5.
That’s 2 more.
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 Grade 1: Numbers, operations and relationships
Find the correct number of objects
Learners must be able to count out given amounts of objects
(increase the number range gradually as learners develop understanding).
For example, ask learners to:
• Show me eight fingers.
• Show me nine matchsticks.
• Put out, or draw, counters to show how many people there are in your
family.
• Hold up a number symbol, e.g. 7. Ask learners to read the number and get
themselves into groups of 7.
• Show me the parts on your body that you have altogether: one nose, two
eyes’ ten ...
• You have 3 spoons, there are 10 learners in the group. Show me how
many more spoons you need so that each learner has one.
• Use egg boxes. Write a different number in each segment of the box in the
range that learners are working on. Learners must put the correct number
of counters into each segment.

You will notice that before learners develop stable concepts of the size of the
numbers, they need to point to and ‘count all’ the objects one by one over
and over again. During this stage learners will also probably guess wildly and
inaccurately when you ask them to estimate how many they should put out.

With more counting experience and guidance learners begin to base their
estimates on their ‘sense’ of the size of the total group. They also realise that
they can find the total of two groups by ‘counting on’ from the first number.
They no longer need to recount the first group. Once they have put a group
of 3 objects out they ‘know’ it is three. We say that they have learnt to
conserve number.
3 4 5 6 7 8 9 10

It is not helpful to teach or tell learners to count on instead of counting all.

As long as we constantly exposed them to objects that need to be counted,
they will gradually realise that counting means adding onto or taking away
from a given number. When they ‘know’ this, and have built up a sense of
the numerosity (‘how-muchness’) of the numbers they are working with, they
will naturally drop ‘counting-all’ methods and use quicker ‘counting-on’
methods. In time they will be able to count forwards and backwards from any
number without having to go back to 0 or to 1. Note that, depending on their
past experience, learners may be at a ‘count-on’ stage for small numbers but
may still need to ‘count all’ when they work with bigger numbers for which
they have not yet built up stable concepts.
2. Counting actions
To build up learners’ ‘body sense’ of the size of numbers, link the counting of
actual objects to ‘action counting’. For example, ask learners to:
• jump, clap or nod 4 times;
• nod 3 times, then nod 4 times more;
• bounce the ball 10 times;
• count how many times I bounce the ball.

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 Grade 1: Numbers, operations and relationships
• D o rhythmic counting with actions in a sequence (nod your head twice,
stamp your feet 3 times, or click your fingers 5 times, or tap on the table 4
times).
• Make up their own sequence of actions, let the rest of the I heard you
clap 3 times, click 5 times,
class watch, listen and then describe the sequence they stamp 6 times, clap 3
see and hear (they can also do this with closed eyes – times, click 5 times,
stamp 6 times…
good counting activity for visually impaired learners).
• Count the number of handspans, footsteps etc. to measure
various objects in and around the class.
3. Counting objects in pictures
See Resources, p346,
As learners build their number sense, let them begin to work more abstractly
for examples you can
by counting pictures of objects and by representing given numbers of objects in
copy for your learners.
drawings.
• Start by letting learners count realistic drawings on worksheets, work
cards, transparencies and in textbooks. Remember to provide examples
where the objects to be counted are arranged in different ways so that you
encourage learners to count the objects rather than respond to a fixed visual
impression.

• Increase the number of objects in the pictures as learners’ counting skills

increase. Some learners will want to use the patterns they uncover in our
counting system to count on beyond 34. Encourage them to do so.
• Later, learners can do the same counting activities with dot patterns. Make a
series of differently arranged dot patterns for each number in the range that
learners are working with.

• At different times set different activities with the cards, for example:
Give learners a set of the same number (e.g. a set of 8s). Let them count and
label the subgroups and the total.
See Resources, p348,
for examples you can
copy.
• Give learners a set of different numbers. Let learners match the cards that
have the same number of dots. They can also label the dots.
• Let learners place a set of cards with different numbers in order from
smallest to biggest or from biggest to smallest.
• Ask learners to find cards that will double or halve a given number.
4. Recording amounts
• Let learners find their own ways to represent amounts, first with rough
drawings of the objects e.g. “Draw the girls in your group,” and later more
Make cardboard
abstractly by drawing a line or dot on a slate or piece of paper to show each
cut-outs of the tens
object they count.
and units number
• Let learners represent their methods and solutions to different mental and
cards for each of your
written calculation problems with drawings. As they gain confidence they
learners.
will want to use shorter, more abstract methods to show what they do,
(See Resources, p344).
e.g. with dots or lines to represent amounts. They must explain their own
drawings and check their own and peers’ solutions.
• Introduce number cards to help learners label numbers
as they count. The cards are particularly useful for
helping learners understand how we combine different
values to read and write numbers beyond ten.
page 24
 Grade 1: Numbers, operations and relationships
 each learners how to arrange their cards in order so that they can find and
T
replace each card easily. Learners can work in pairs. Challenge them to find
and explain ways to build 2-digit numbers. Let them write the number in
parts, and as a single number (e.g. 20 + 6 = 26). If you teach in a language
like English, start with numbers in the 20s and 30s because the patterns are
easier to understand than in the numbers from 11 to 19.

We put the 6 in
Think! Which cards do you We need 20 the ones place and that gives us 26.
need to make 26? Find the cards for and another 6 We can write this:
26! Put the cards together to make to make 26.
26. Explain how you do this, then
write your number.
20 + 6 = 26

20 6
When you work with numbers from 11 to 19, help learners to understand
that, for example, ‘seventeen’ means ten plus 7.
Number cards are especially useful for developing understanding of ‘11’.
Learners can see that the two ones show different amounts because 10 1
we place them in different positions in the number.

As they become ready, encourage learners

to replace concrete drawings with symbols
and operation signs to show their methods
and solutions. Like this?
I think it says 6 rand take out
2 rand leaves 4 rand.
As learners are exposed to number
symbols to label amounts and put them in So Jane, you said that
sequence, e.g. on number charts, tracks your R6 take out Mpho’s R2
leaves a difference of R4.
and lines, they will begin to recognise Here is a quick maths sign we 4
them and connect them to the correct use to write “take away”. 6 - 2 is
Can you use it to show
amounts. Many learners will also begin to what you did?
copy the symbols on their own.

Accept their informal efforts during maths lessons and, at the same time, help
learners learn to form each number in turn correctly and clearly through the
following activities:
• Learners trace big numbers, and later smaller ones. Reinforce the sensory
feedback from number tracing by letting learners trace along sandpaper
cut-outs or dotted patterns of the number symbols.
• Learners write numbers in sand, in square blocks where, as necessary, you
provide dots to indicate the starting, ending and some in-between points
of the symbols. Help learners who struggle to develop ‘self-instruction
sequences’ to guide them through the movements they must make as
they write each symbol, e.g. “To write a one, I start at the top and go
straight down… To write a seven, I start at the starting point, go straight
across the block and then I come down on a slopey slide to the end dot”.

page 25
 Grade 1: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Counts forwards and backwards in ones from any number between 0 and 100.
■■ Knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at
least 34.
■■ Orders, describes and compares whole numbers to at least 2-digit numbers.

The work you do with counting, ordering and comparing numbers must go hand in hand with the
work you do to help learners establish knowledge of the size of different numbers.

As learners count out different objects they will learn to say the number sequences and to count
larger and larger numbers. Start with activities to help them build understanding that each number in
the sequence is one bigger than the previous number and one smaller than the next number. Remember
to start by linking the work to concrete objects. Daily rote oral counting may help learners to learn
to ‘sing’ the numbers in sequence, but it has no value if learners do not understand the relationship
between the number names and the relative amounts that different numbers stand for.

Suggested activities
1. Develop the concepts and vocabulary of comparison
In many different concrete situations, help learners develop and use words to
describe comparisons e.g. more, less, fewer, as much as, a little, a lot, same,
different, equal, about, nearly.
For example learners:
• Compare different aspects of themselves, e.g. Who is the tallest? Who
weighs more? Who is the oldest?
• Trace outlines of each other’s bodies as they lie on large pieces of paper,
cut the outlines out and order them from biggest to smallest.
• Compare objects, e.g. Which container holds the most? Which weighs more?
• Compare groups, e.g. ask one learner to find enough friends to make
a group of five, another learner to form a group of three with friends,
another to form a group of four, etc. Let the groups stand in rows.
Learners must compare the rows and then order them in ascending and
descending order. Ask questions like: “What is different about the row
of three and the row of four? Which row has one less than the row with
five?… two less?”
Vary the game by asking learners: “Form a group of one. Now form a
group that has one more. How many in the new group?… one more…
etc.” or “Form a group of five… now form another group that has one (or
two less)” etc.
Later you can extend the game by letting learners use counters, e.g. “Put
out three counters. Now put out one more. How many are there now?….
Put down five counters. Take away one. How many are there now?”
2. Make ordered groups of objects 1 2 3 4
• To help learners see how the numbers grow by one each time, let them
put out the corresponding number of objects under a sequence of
number cards. Start with small sequences and increase the sequence size
and range as learners’ number knowledge develops.
• Use egg boxes. Write different numbers in sequence in each segment
of the box. Learners must put the correct number of counters into each
segment.
page 26
 Grade 1: Numbers, operations and relationships
• When learners start working with numbers beyond ten, let them use their
number cards to label the number sequence.

20 21 22 23

3. Songs, rhymes and stories

Introduce number and counting songs, rhymes and stories to reinforce
counting sequences. Let learners illustrate the number concepts through
actions. Ask questions that challenge learners to think about the number
sequences and patterns, e.g. In the elephant song below, “Six elephants
balancing, you choose one more elephant. How many elephants balancing
now?”
One little elephant balancing,
Step by step on a piece of string,
One little elephant
balancing, Step by step
Thought it such a jolly stunt,
Called up another little elephant, 2
on a piece of string ... Two little elephants balancing,
Step by step on a piece of string,
Thought it such a jolly stunt, 4 6
1 Called up another little elephant, 1 3
Three little elephants balancing… etc., ...
Four, five, six elephants balancing, ... 5
All of a sudden the piece of string broke.
And down fell all the little elephants.

Link to ordinal numbers

• As learners work on different activities, introduce the vocabulary of ery
The v y
ordinal numbers by asking questions like: “Who was the first elephant? r
hung ar
p ll
i
How many counters must you put under your first number card?… under cater
the second number card? … under the third number card,” etc.
• Let learners stand in a row. Ask: “Who is standing in the first place? … in
the eighth place?… In which place is Thandi standing? … Will the person
standing in the fifth place please hop up and down five times … Will the By Eric Carle
person in the twentieth place hop up and down 20 times!”
• Give each learner a card with a different number. They must arrange
themselves in order according to the numbers on their cards. Let them
arrange themselves in both ascending order (from the smallest number to
the biggest number) and in descending order (from biggest to smallest).
4. Practical ordering and comparing of sequences
Tower game
Play the Tower game to help learners match, compare, order and label
amounts. Use dice, unifix cubes and number cards. Learners take turns to roll
the dice.
They count out the number of My tallest tower has six blocks. My tallest tower has
My shortest one has two blocks and the
cubes that the dice shows. one in the middle has 4 blocks. I put my
only 5 blocks, my middle one
has 4 blocks. My shortest
They build a tower with their towers in order from smallest one has only 1 block. Mine go
to biggest. from biggest to smallest.
cubes and choose number cards
to show how many blocks there
John, you have a 5 tower,
are in their tower. After about a 4 tower and a 1 tower. Which
three turns, ask learners to order two towers can you build between your
4 tower and your 1 tower so that your
their own towers and describe towers still go from biggest to smallest?
what they see. 2 4 6 5 4 1 Say what you think, then build the
towers to check.
page 27
 Grade 1: Numbers, operations and relationships
Ask guiding questions that encourage learners to use words like ‘first’,
‘second’, ‘last’ to describe and compare their different arrangements and to
complete the sequences.

Ordering groups
Put out groups with different numbers of objects. Ask learners to find the number
in each group (they can use number cards to label them) and then order the
groups in ascending and descending order.

Calendars
Let learners find their birthdays on calendars. Ask questions like: “On which
day of the month is your birthday? … Whose birthday comes first this month?
…Can you place yourselves in order, from the person whose birthday comes
first in the month to the person whose birthday comes last in the month?”
5. Number boards and number charts You can make copies
Number boards and number charts are useful aids to help learners build links of the top part of the
between the numerosity and the sequencing patterns in our number system. Number board in
For example: Resources, p 361.

Let learners put counters out, one by one,

twenty four ... twenty five....
on number boards as they count forwards twenty four ...
twenty five....
and backwards. This will help them develop
a sense of the actual size of the numbers
and also give them practical experience to
help them see that there is one difference
between the adjacent (next to each other)
numbers in the counting sequence (one more going 1 2 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
forwards and one less going backwards). 21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50
For counting forwards, let learners start from zero.
6. Number tracks and number lines
Start with number tracks, which are more concrete and understandable than
number lines. In the playground, let learners start by counting as they jump
forwards and backwards on a big track marked with familiar numbers. At a
later stage you can let your learners ‘jump’ a counter forwards and backwards
on a smaller track. Play games that challenge learners to predict and check
where they will land with different sized ‘hops’. Put 6 counters on
your board. How many more
counters do you think you must put
out to get to 10? Check your estimate
1 2 3 4 5 6 7 by putting out counters
till you get to 10.
Once learners understand how to use Put out 18 counters.
the track to represent their actions, you can model Estimate and check. What must you
do so that you have only 15 counters
how they can use written methods to show their on your board? … Which numbers come
‘jumps’ and their adding and subtracting on number between 15 and 18…Which number
You said you put your
counter on 7 then jumped back 3. tracks, and later on number lines. comes before 18?… after 18?
You landed on 4. This is how you can
show what you did. Each arrow
shows one jump backwards. You start on 3
and jump 1 forward. Where
1 2 3 4 5 6 7 will you land? You start on 6
and jump 6 backward. Where
will you land?

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 Grade 1: Numbers, operations and relationships
Work it Out
Say: “Work out the secret number I am thinking about. My number is more
than 10 but less than 12 … My number is an even number between 17 and
20 … My number is double of 7… My number is one bigger than half of
30.” Let learners make up their own secret numbers for their friends to work
out. You can first link these to number lines or number boards. As learners
develop confidence, let them work abstractly.
7. Writing number sequences
As learners gain confidence and experience with the links between the
numerosity and sequencing patterns of increasingly big numbers, let
them work more abstractly to show sequences and patterns in writing.
• Learners fill in missing numbers on number boards or charts.
• Learners fill in missing numbers on a number line, a picture of a
ruler or of a scale.
• Learners complete forward and backward number sequences, starting
from any number within the range that they are working, e.g. Use the blank number
board, Resources p360.
1; 2; ___; 4; 5; ___; ___; ___; 9; ___; ___

21; 20; 19; ___; 17; 16; 15; ___; ___; ___; 11; ___; ___

Later, once learners have learnt how to use the addition and subtraction
symbols, you can extend the written sequences like this:
3 +1  4 +1  ___ +1  6
• 
Learners connect a series of numbered dots in the correct order to form a
picture or a shape.
8. Sequence activities
• 
Integrate with data work. Let learners sort, describe, compare and order
data collected for pictographs, e.g. learners order themselves according to
their ages, or they order the months of the year according to the number
of children/boys/girls who have their birthdays in that month.
• 
Integrate with informal measurement activities, e.g. learners count the
number of footsteps or strides they take to cover a given distance. They
compare the number of footsteps taken by bigger and smaller children
and then order the numbers from most to least or from least to most.
Challenge them to uncover the patterns in the numbers, e.g. “The bigger
the child’s foot, the fewer footsteps she takes to cover the distance”.
• 
Once learners have learned the value of different coins and notes, they See Resources,
describe, order and compare them. Extend the activity by giving them p356 - 357, for
groups of coins and asking them to order the total amounts of money from examples you
biggest to smallest. Learners must explain their solutions. can copy for your
learners.

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 Grade 1: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Counts forwards and backwards in tens from any multiple of 10 between 0 and 100.
■■ Knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at
least 34.
■■ Orders, describes and compares whole numbers to at least 2-digit numbers.

Before learners practise counting in tens they must discover the patterns for how we group numbers
in our counting system. Give them many varied opportunities to help them build understanding that
there are big changes in the ways we read and write numbers beyond nine. The activities must help
them to discover that, after nine, we begin to group in tens and in multiples of ten, and we place
digits in different places to show their values. Once learners understand these placing and sequencing
patterns, they can use them to extend their understanding of counting sequences to include all 2-digit
numbers.

Suggested activities
1. Developing ideas of grouping in tens
Introduce activities that help learners discover ways to organise and group
objects for quick counting:

Finger and toe counting

Learners count the number of fingers on both their hands. Then ask questions Learners fingers toes
like: “How many fingers do Mpho and Jane have altogether? … Mpho, Jane 1
and Fatima? … How many fingers do 4 children have?”, etc. Let learners, 2
who need to do so, ‘count all’. With more experience, through different 3
activities, learners will naturally begin to use quicker counting strategies. 50
Later, do similar work with numbers of toes. Encourage learners to imagine 70
how many toes there will be each time. Where necessary, let them check by 90
counting actual toes or drawings. Link this work to worksheets with body
counting.

Threading strips
Give pairs of learners beads of two colours. They thread 9 beads of one
colour onto a string and then thread one bead of the second colour onto the
string. They continue with this pattern. Their strings must
end with the 10th bead.

Learners count the beads out loud, emphasising the 10th bead…1; 2; 3; 4; 5;
6; 7; 8; 9; 10; …1; 2; 3; 4; 5; 6; 7; 8; 9; 10; etc. Pairs of learners can join their
strings and recount to find out how many they have altogether. Ask questions
like: ”How many groups of 10 beads have you got on your string? … How
many beads are there between each of your blue beads? … If you string
altogether 50 beads, how many groups of ten will you make?”
• Learners touch and count beads on an abacus or counting frame. Give
instructions that encourage them to count in tens, e.g. “As quickly as you
can, show me 20 beads…. 50 beads… 55 beads”.
• If the money of your country is grouped in tens, as, for example South
African 10 cent coins, let learners take handfuls of play coins and count
up their total values in tens.

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 Grade 1: Numbers, operations and relationships
Play, estimate and count
One learner puts out a handful of objects (e.g. beans, stones, counters) on the table. Each group
member writes down his/her estimate of the number of objects. As quickly and accurately as possible,
the group counts and checks the actual number of objects. The group winner is the learner who
makes the closest estimate. Encourage groups to find ways to group their objects for quick, accurate
counting and checking.
We made groups of 5.
I notice these
It’s easy to count and check… We grouped in 10s…
two groups counted very
5, 10, 15, 20, 25, 30, … add the 10, 20, 30 … add the 2 …
quickly. How did you manage
2 extra ones… that’s that’s 32 altogether.
that? How do you know that
32 altogether.
you counted accurately?

Making bundles of ten

Let learners count out groups of ten matchsticks or tooth picks and bundle them together with elastic
bands – they may need you to help them do this. Challenge them to use their bundles and their left
over sticks to make up different numbers. Start with multiples of 10.
You can extend this activity to include 2-digit numbers that are not multiples of 10 (e.g. 16, 29, 34)
Here are
Use your bundles. my 30 sticks.
Put out 30 sticks.
I counted in 10s,
How do you 10…20…30.
know you have 30
sticks? Here are
34 sticks.

2. Counting in tens on number boards

Counting in groups of 10
Let learners count backwards and I start at zero and count
forwards in tens. They place counters on in 10s. All my numbers end in zero…
When I start at 7 and count on in 10s,
on the numbers and they say and explain all my numbers end in 7.
the number patterns they see.

Where’s the number?

Learners practise counting on in 10s. Use blank number boards. One
learner calls out a number between 10 and 40 (extend the range later).
Group members find where the number goes on the board and explain their
reasoning.

Show me
where 33 goes
on the board.

Here. I know because

I count down in tens to thirty
10, 20, 30. Then I count on the This is my way.
3 extra on the next line… First I counted 3 on the top
31, 32, 33 row. Then I counted down in
tens… 13, 23, 33.

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 Grade 1: Numbers, operations and relationships
3. Other concrete aids for grouping and counting in tens
Card I
Draw a grid like this on the chalkboard (add extra rows at the Card I need
My
have
bottom). Let pairs of learners copy the grid. Number 20
They take turns to write a 2-digit number of their choice in the 28
4
first column and to put out either a tens card or a ones card 34
in the middle column. Their partner must find the correct Card
I need and place it in the last column. Learners check each
other’s solutions. See Resources, p349.

Scatter boards
Draw, or let learners draw, a scatter board like this for each group of
learners. Each learner takes10 counters.They take turns to close their 1s
eyes and scatter their counters onto the board. They work out, and
write down their scores. If a counter lands on a line, they use the
tens value. In this example the score is 27. Group members can each
add their scores from a series of throws and compare their results to
find the overall winner.

4. Written work with counting in tens

• Give learners pictures of different numbers of people. They count in 10s to
find out how many fingers or toes the group has altogether. They find and
write totals of fingers plus toes for their groups.

• Pose word problems that challenge learners to count in multiples, e.g.

“There are 10 pencils in each box. How many pencils in 6 boxes? How
many boxes must I buy so that I have enough pencils to give 35 children
one pencil each?

• Learners fill in missing tens on number boards or charts, number lines,

pictures of a ruler or of a scale.

• Learners complete forward and backward number sequences in tens,

starting from any number within the range that they are working, e.g.
10; 20; ____; 40; 50; ____; ____; ____; 90; ____

70; 60; 50; ____; ____; ____; ____; ___

Challenge learners who are ready to go ahead, to count forwards and

backwards in tens starting from numbers that are not multiples of 10, e.g.:
4; 14; 24; 34; ____; ____; ____; 74; ____; _____

Later, once learners have learnt how to use the addition and subtraction
symbols, you can extend the written sequences like this:
100 -10  90 -10 _____ -10  _____

page 32
 Grade 1: Numbers, operations and relationships
Skills and knowledge
The learner:
In this document we use
■■ Solves money problems involving totals and change in rands and cents. examples of South African
■■ Uses the following techniques: money. Substitute examples
a) building up and breaking down numbers; of your own country’s
money as appropriate.
b) doubling and halving;
c) using concrete apparatus

When we work with money, one coin can stand for more than one thing, e.g. a R5 coin stands for,
or has the same value as, five separate one rands. Do not introduce learners to combined coins until
they have established stable one-to-one correspondence for the numbers involved. Once learners
have done so, money becomes a useful resource for developing and consolidating various concepts
such as:
• the idea that one object can represent a number of objects;
• skip counting in various multiples;
• exchanging in different ways.

Suggested activities
1. Becoming familiar with coins and notes and their values
Learners handle and compare different coins. Let them make pencil rubbings
of the different coins and then compare, describe and discuss the similarities
and differences between them. For example, let them:
• feel the edges of coins – explain how and why they differ (to help blind
people);
• discuss the details of each coin – pictures on the back and front;
• compare the sizes of coins and arrange them in ascending and descending
order according to their sizes;
• describe the symbols and numbers on the back and front of coins;
• make sure that learners understand that 5c is short for 5 cents, R10 is short
for 10 rands etc.;
• compare and sort coins and arrange them in ascending and descending
order according to their values;
• use 10c coins to count in tens;
• show learners examples of R10, R20, R50, R100 notes - let them compare
them according to their values;
• let learners look for the watermarks on the notes - tell them why we use
watermarks (to prevent forgeries);
• introduce, discuss and compare your play money - stress that this is
‘pretend money’ and that they cannot use it to buy anything.
2. Play bartering games
This helps learners to understand why people invented money. Explain that,
before people invented money they traded or batered goods. For example, if
you had chickens and I had wheat we would make deals about how many
chickens you should give me in exchange for a basketful of wheat. Later
people started paying with goods that they saw as valuable such as shells, salt
or pieces of metal.
• Learners find objects to trade at home or in the class, e.g. pencils, books,

page 33
 Grade 1: Numbers, operations and relationships
shoes, cases, sandwiches. Never! My sandwich
They negotiate trades in small groups. I’ll give you has peanut butter. It’s worth much
a pencil for your more. Give me 3 pencils or a pencil
• Discuss the advantages and the sandwich. and a ruler.
disadvantages
of bartering, e.g. we can trade
what we’ve got but it may
be difficult to decide on
what is a fair exchange.
Point out that, in some That’s too much.
I’ll give you …
situations, people still
barter.
• When learners understand the idea of trading, you
can discuss the advantages of using money (easier to carry
around than chickens or wheat; we can have fixed prices so we don’t have
to make deals each time).

3. Exchanging games
Play exchanging games to become familiar with the values of different coins
and notes. I have a 20c coin.
Mrs Banker please give me
• Start with notes, so that learners can find their values by exchanging for four 5c coins for my 20c
one rand coins. Give learners notes of different values. Learners must coin.
exchange them for the correct number of R1 coins. Let them draw and
explain their exchanges.
• Later extend the game. Learners exchange their big notes for the correct
number of R10 notes and then exchange combinations of notes (e.g. R20
+ R50) in as many different ways as they can.
• Point out that in the ‘old days’ we had 1c coins and 2c coins. Let learners
use counters to represent this ‘old fashioned’ money. Learners exchange
5c, 10c, 20c and 50c coins for the correct number of ‘old fashioned’ one
5, 10, 15, 20
cent coins. Let them draw and explain their exchanges. Later they can
exchange rand coins for smaller value coins.
• Then let learners break coins or notes down into as many different
combinations as they can. Start with small amounts and build up
systematically (use counters).
5c = 1c + 1c + 1c + 1c + 1c; 5c = 2c + 2c + 1c
R5 = R1 + R1 + R1 + R1 + R1; R5 = R2 + R2 + R1
• Learners also build up to different amounts, e.g. “Use R1 coins. Show me
R15 … Use 10c pieces. Show me 90c… Show me 100c… Show me R1”.

Banking games
Play banking games with play money. Let members of small groups take
turns to be the ‘banker’. The banker exchanges the money. Here are some
examples of games:
• The banker gives each group member a different coin.
For example, one group member gets a 20c coin, another gets a 50c coin
and so on.
• Learners take turns to change their coins for the correct number of 5c
coins at the bank. The rest of the group checks that each learner asks for
the correct amount of money and that the banker counts out the correct
amount of change each time.

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 Grade 1: Numbers, operations and relationships
• Extend the game by letting the learners use bigger coins
or by letting the banker give each learner more than I have two R5
one coin to exchange. Each learner tells the banker coins. Please give me a
which coins he or she must give in exchange R10 in 20c coins.

for their money. The rest of the group checks each

exchange. 20, 40, 60,
80, R1, R1,20,
• Let learners find ways to record their exchanges and to explain their R1,40…. R10
methods to each other.
4. Using money to count in tens
Use number spinners and play money.
See Resources,
Learners race to be the first one to get R2. They take turns to spin a spinner.
p356 - 357
The number that the spinner lands on tells the player how many ten cents the
banker must give him or her. After each turn players add their money.
3 4
As soon as they can exchange their money for a bigger coin
2 5
they ask the banker to make the exchange.
1 6
10c
To extend the game, learners race to larger amounts, e.g. R10. 9 7
8 10c

On my first turn
the spinner landed on one. I This turn, the spinner landed on 4. Banker, please
got one ten cent coin. give me four more ten cents. I’ve got five 10
cents altogether. That’s 10, 20, 30, 40, 50 cents
altogether. Banker, please change my five 10c
coins for one 50c coin.

10c10c10c10c10c 50c

5. Word problems with money

Learners solve various kinds of word problems with money, e.g.
• Double or halve amounts of money, e.g. “Mpho has 50c. Tumi has double
or half.”
• Sharing/grouping, adding and subtracting, e.g. “You buy a sweet for 20c
and a pencil for 50c. How much altogether?… Ma Kgaladi shares 90c
equally between her children. Each child gets 30c. How many children
does Ma Kgaladi have?”
• Breaking down or building up to find change, first in either rands or cents,
e.g. “Mpho spends 70c. She gives the shopkeeper 80c. How much change
does she get?” Later with change in rands and cents, e.g. “Mpho spends
R1,50. She gives the shopkeeper R5. How much change does she get?”

Throughout, learners must explain and check their own and their peers’
methods and solutions, using play money where necessary.
Work orally at first. Gradually show learners how to use the appropriate
abbreviations to write amounts of money. As learners want to write amounts
that combine rands and cents, make sure that they understand how we use
the comma to separate rands from cents.

page 35
 Grade 1: Numbers, operations and relationships
Skills and knowledge
 he learner:
T
■■ Solves and explains solutions to practical problems that involve equal sharing and grouping with
whole numbers to at least 34 and with solutions that include remainders.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) using concrete apparatus;
d) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
Start by exposing learners to practical sharing situations that arise in various contexts
in their lives, e.g. food, books, pencils, money, non-standard mass, length and
capacity. Through the year, let learners work with increasingly large numbers up to
at least 34. In different contexts, introduce both equal sharing and equal grouping
problems.

Examples:
Equal Sharing Problems Equal Grouping Problems
1) We share 12 flowers equally 1) We share 12 flowers equally between
among 4 children. How some children. How many children
many flowers does each child can each get 4 flowers?
get?

2) Mother shares R4 between 2 2) Ma Nkosi shares R4 between all her

children. How much does each children. Each child gets R2.
child get? How many children does Ma Nkosi
have?

3) Four children share 5 oranges 3) 16 children go to the zoo. Four

equally. How many oranges can children at a time may go in to look at
each child get? the polar bears. How many groups of
four will the Zoo Keeper have to take
through?

Give learners the time and the freedom to investigate and discuss these situations.
Challenge them to think of their own ways to share or group the various items and
to explain what they do and what they find out. Encourage learners to say what they
think the result of the problem will be (estimate) before they start working – this
will encourage them to begin to think more abstractly by imagining the problem
situations. Learners can then find different practical ways to check their own and
their peers’ ideas.

At first learners may need to work concretely to manipulate the actual objects
described in the problem. As they gain confidence and experience, they will want
to find ‘shortcuts’ by representing and recording their methods and solutions in ways
that they understand. For example, they may find it helpful to represent non-available
objects with their fingers or with counters or to record their ideas in rough drawings.

page 36
 Grade 1: Numbers, operations and relationships
Many learners find drawings easier than counters. Depending on their
prior experiences and the different ways that they think and learn, different
learners will use different techniques to solve and record their ideas.
Below are examples of how different learners may respond to this grouping
problem:
“Mrs Mafone has 14 buttons to sew onto all the jerseys she knits. She sews
5 buttons on each jersey. For how many jerseys does she have enough
buttons?”
I could only draw 2 hops
backwards on my line. She
Five buttons each doesn’t have enough for another
for one… two jerseys. There jersey. She must buy one more
are four buttons left over. I took out five buttons for the button. That will
first jersey, then I took out five be enough for 3 jerseys.
more for the second jersey. Four
left over. That’ s not enough for
another jersey. She only has
buttons for 2 jerseys.
14 – 5 = 9
9–5=4
1 2 3 4 5 6 7 8 9 10 11 12 13 14

Let learners find their own ways to record what they do. For example, do
not suggest that learners who are able to imagine and represent amounts
correctly with number symbols, go back to using dots or other concrete
representations (but allow them to do so if they feel the need). Also do not
force learners to adopt somebody else’s method because it seems quicker
or easier. With continued exposure, practice, growing understanding and
confidence, learners will naturally try to find or adopt quicker methods that
they understand to illustrate their thinking. After learners have tried to find
their own methods, the educator can choose to demonstrate alternative
methods and provide opportunities for learners to use them.

Notice how the learners in the example find practical ways to deal with
remainders and to use their own informal language to explain these ideas.
It is not necessary to introduce the terms, ‘remaining’ and ‘remainder’ until
learners have had sufficient opportunities to develop their own practical
understanding of these concepts.

page 37
 Grade 1: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) addition and subtraction with whole numbers and solutions up to at least 34;
b) repeated addition with whole numbers and with solutions up to at least 34;
c) estimation
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) using concrete apparatus;
d) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
As with sharing and grouping, help learners to develop addition and
subtraction skills by presenting them with a wide variety of relevant practical
problems that relate to their lives.

Practical problem solving

As addition and subtraction are reversible operations, it is not necessary
to teach them separately. You will find that, if you start by introducing
challenging problems, different learners may use different operations, in
different ways, to solve the same problem. They may solve what you think
of as an ‘addition problem’ by subtracting or a ‘multiplying problem’ by
repeated addition. They will also use different techniques and skills.
In this way learners learn to fall back on their own resources to discover and
use number facts.
Finding the right problems
The level of the problems should neither bore nor intimidate learners. If
learners constantly meet problems that are too easy for them, or problems
that always look the same, they will not be challenged to build new Piet has 25 marbles.
knowledge and skills. If the problems are too difficult they will convince Simangi has 19 marbles.
How many more marbles does
learners that they cannot do maths! Provide problems that Simangi need to have as many
cater for the different needs and levels of all the learners in marbles as Piet?
your class. One way to do this is to build up sets of simple
work cards that challenge at different levels.
This is what I wrote.
There are a number of ways to adjust problems to challenge
learners appropriately:
• Use different contexts to adapt the problems to your learners’ 25 – 20 is 5.
interests, and home and school environments. This helps them 5 and 1 more is 6.
.
discover how to use and extend their number knowledge and He needs 6 marbles
the techniques they already know in different situations.
• Increase or decrease the size of the numbers to match different I counted on, like this.
learners’ number knowledge.
• Use different problem types. There are four main problem 19 to 20 is 1.
types for adding and subtracting: change problems, comparing 20 to 25 is another 5
problems, equalising problems and combining problems (see ...1 + 5 is 6. So the
the table on page 40 for examples of each kind of problem). answer is 6.
page 38
 Grade 1: Numbers, operations and relationships
• Change the position of the ‘unknown’ (the part of the problem that your learners
must find out). There are three ways to change the position of the unknown in
most problem types:

Start unknown - The unknown is at the start of the problem:

For example: “Mpho has some biscuits. Sam gives him 4 more biscuits. Now
Mpho has 12 biscuits. How many biscuits did Mpho start with?”

In formal maths, we represent this type of problem like this:

- 4 = 22
Do not introduce such abstract equations at the beginning. Learners will
gradually learn to read and write these mathematical formats as you help them
to extend their own early, informal ways to read and write maths.

Change unknown – The unknown is in the middle of the problem:

For example: “Jan had 8 marbles. He loses some to Popo. He has only 1
marble left. How many marbles did Jan lose to Popo?”
8- =1

Result unknown - The unknown is at the end of the problem:

For example: “To get to school, Lesego walks 2 km to the bus stop and travels
5 km on the bus. How far is Lesego’s school from his house?
2+5 =

• Present word problems that encourage learners to use, extend and practise
their number techniques and skills:

Building up and breaking down numbers

For example: “You have R12. Find as many different ways as you can to share
the R12 between two people”. R1 for one person and the other R11 for the
other; R2 plus R10, etc.

Doubling and halving

For example, “David starts with R24. Everyday he spends half the money in
his pocket. After how many days will he have only R3 left?”…
“Susan makes one sandwich on Monday. On each day of the week she makes
twice as many sandwiches as the day before. How many sandwiches will she
make on Saturday?”

Number tracks and number lines

As learners build understanding of how to use number tracks and number
lines, they may choose to use these as aids to solve and record their solution
methods. For example, a learner may work out Lesego’s distance problem
(above), like this:

page 39
 Grade 1: Numbers, operations and relationships
Repeated addition
Help learners to use and extend their skills for counting in multiples by posing
problems that encourage them to do repeated adding.
For example, “There are 10 children in the room. How many eyes altogether?
… How many ears? How many fingers/toes?” or,
“Rashaka plants trees in rows. He plants 6 trees in each row. He plants 4 rows.
How many trees does he plant altogether?” (6 + 6 + 6 + 6 = ) or,
Rashaka has 24 plants. He plants them in rows of 6. How many rows must he
plant?”

Estimation
Encourage learners to estimate the result of the problems before they start
calculating – this will encourage them to begin to think more abstractly by
imagining the problem situations and their outcomes.

Examples of main problem types for addition and substraction

Change problems
Start unknown
+ 4 = 12 1) Mpho has some biscuits. Sam gives him 4 more. Now Mpho has 12
biscuits altogether. How many biscuits did Mpho start with?

- 10 = 2 2) Mpho’s mother gives him pocket money. Mpho spends R10. He has R2
left. How much pocket money did Mpho get?
Change unknown
8+ = 22 1) Jan has 8 marbles. He buys some more marbles. Now Jan has 22 marbles.
How many marbles did he buy?

8- =1 2) Jan has 8 marbles. He loses some to Popo. He has only 1 marble left. How
many marbles did he lose to Popo?
Result unknown
2+5 = 1) T
 o get to school, Lesego walks 2 km to the bus stop and travels 5 km on
the bus. How far is Lesego’s school from his house?

18 - 5 = 2) Lesego had 18 apples. He gives 5 apples to Katlego. How many apples

does he have left?

page 40
 Grade 1: Numbers, operations and relationships
Comparing problems
Start unknown
=9+5 1) Mary has some T-shirts. She has 5 more T-shirts than Ben. Ben has 9
T-shirts. How many T-shirts does Mary have?
=9-5 2) Mary has some T-shirts. She has 5 less T-shirts than Ben. Ben has 9 T-shirts.
How many T-shirts does Mary have?
Change unknown
12 - =7 1) Jan has 7 sweets. Dan has 12 sweets. How many more sweets does Dan
have than Jan?

7+ = 12 2) Jan has 7 sweets. Dan has 12 sweets. How many fewer sweets does Dan
have than Jan?
Result unknown
7-4= 1) Jan has 7 sweets. He has 4 more sweets than Dan. How many sweets does
Dan have?

7+4= 2) Jan has 7 sweets. He has 4 fewer sweets than Dan. How many sweets
does Dan have?
Equalising problems
Start unknown
= 33 - 10 1) Sue and Simangi have a hopping competition. Sue wins by 10 hops. She
hops 33 times. How many times did Simangi hop?

= 13 + 10 2) Sue and Simangi have a hopping competition. Sue loses by 10 hops. She
hops 13 times. How many times did Simangi hop?
Change unknown
11 + = 17 1) Sue hops 17 times. Simangi hops 11 times. How many more times must
Simangi hop to catch up to Sue?

16 + = 19 2) Sam hops 16 times. Sue hops 19 times. Who makes less hops? How many
less?
Result unknown
29 - 3 = 1) Simangi hops 29 times. Sue must make 3 more hops to catch up to
Simangi. How many hops does Sue make?

29 - 3 = 2) Simangi hops 29 times. Sue makes 3 less hops than Simangi. How many
hops does Sue make?
Combining problems
Start unknown
Ranjit has some sweets. 15 of his sweets are toffees. 15 of his sweets are jelly
= 15 + 15
babies. How many sweets does he have?
Change unknown
Ranjit has 13 sweets. Some of his sweets are jelly babies. Two of his sweets
13 = +2 are toffees. How many of his sweets are jelly babies?
Result unknown
Ranjit has 13 sweets. Two of his sweets are toffees. The rest of his sweets are
13 - 2 = jelly babies. How many of his sweets are jelly babies?

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 Grade 1: Numbers, operations and relationships
Reasoning, discussing and checking
Give learners the time and the freedom to work in pairs or in small groups to
investigate and discuss these situations.

Challenge them to think of their own ways to solve problems, using their
available number knowledge and skills, e.g. counting in different ways, place
value, exchanging money and techniques (building up and breaking down
numbers, doubling and halving, concrete apparatus, number lines). If you
expect learners to use symbols and formal calculating methods from the
beginning you will confuse and de-motivate them.

To expose your learners to different ideas about how to solve problems, let
them take turns to use their own informal language to share and explain
what they do and what they find out. Remember that, for most of us, home
language is our most powerful learning and thinking language.

Encourage learners to listen carefully to each other’s explanations and to

find different practical ways to check their own and their peers’ ideas and
calculation methods. Where necessary, ask guiding questions to help them
clarify and extend their ideas.

At first learners may need to work concretely to manipulate the actual

objects described in the problem. As they gain confidence and experience,
they will want to find ‘shortcuts’ to represent and record their methods and
solutions in ways that they understand. For example, they may find it helpful
to represent non-available objects with their fingers or with counters or to
record their ideas in rough drawings. Many learners find drawings easier than
counters.

As you observe, assess how different learners Here is a quick, maths way to write, ‘take away’.
are thinking and what support they need. Also Can you use it in your story?

judge when learners are ready to refine and move Like this?
…It says … 5 take
from their early informal solution and recording out 3 is 2?
methods to more compact and formal methods.
2
5 - 3 is
As you see that various learners understand and
are confident with the new maths ideas, gradually
introduce appropriate maths terms and symbols
that will help them use shorter ways to represent their ideas and knowledge.

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 Grade 1: Numbers, operations and relationships
Also gradually introduce learners to other mathematical formats that will help
them to organise their ideas systematically.
For example, for the problem, “You have R7. Find
e.g. I can break 7 up in all these ways:
as many different ways to share the R7 between
2 and 5 5 and 2
two people”, you can model how they can
3 and 4 4 and 3
organise their findings in a spider diagram:
7 and 0 7 0 and 7
6 and 1 1 and 6
Here are some other interesting formats you
can introduce to help learners represent their
doubling and halving methods and to help them practise these techniques
alongside the work you do with problem solving.

Table format
Double Half
13 26 26 13
16 32 13 6½
14 28 24 12
Pyramid format
Doubling Halving

14

16 16 7

Spider web format

14 28
Double
38

Remember:
Never force learners to adopt somebody else’s method because it seems quicker
or easier. With continued exposure, practice and growing understanding and
confidence, learners will naturally try to find or adopt quicker methods to
illustrate their thinking.

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 Grade 1: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Performs mental calculations involving addition and subtraction for numbers to at least 10;
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Developing mental tasks
As learners build maths knowledge they will gradually become You told me that
2 plus 2 is 4 and that 12 plus 2
more and more able to work mentally. To support this growth is 14. What do you think is the
you should, on a daily basis (for about 10 to 15 minutes), answer to 22 + 2?… to 32 +2?…
How about 34 – 2? … 24 – 2 … 14
present learners with different kinds of mental tasks that: –2? … 4-2?
• Interest, motivate and challenge them to think and to find their
own ways to calculate mentally;
• Help them to use what they know to see patterns, derive new facts
and ideas and to use and practise their knowledge to solve problems;
• Link their mental activity to the maths concepts and contexts they I’m thinking of a
have been developing, e.g. money, time, informal measurement, secret number. I add 4
to my number. I get 10. What
equal sharing and grouping, adding and subtracting. is my secret number?

You can then link this number

knowledge to different kinds of You can also use these
related word problems: sessions to challenge learners
to work mentally with aspects of a variety
of mathematical ideas. For example, if
There are some children in the group. you are working with shapes, your mental
Four of the children are boys. How
many are girls? … I saved R6 in April. activity might encourage learners to
In May I saved some more. At the end visualise and name them.
of May, I have R10.
How much did I save in May?
The shape I am thinking
of has three corners and three sides.
Draw the shape I’m thinking of. Tell
your friend the name of the shape.

2. Organising your mental maths sessions

Mental sessions should be thinking sessions rather than rote memory or
speed sessions that only require learners to give accurate answers as quickly
as possible. Ensure that everybody in the class becomes involved - not only
those learners with quick recall who may distract everybody else by waving
their hands, clicking their fingers and/or shouting to get your attention.
Through your actions, show that you respect all learners, and aim to build
their confidence and ability. For example:
• Provide thinking time during which everybody must think or work quietly;
• Set rules like; “Nobody should put their hand up before I give you the
signal’’ or “If you know the answers, you can raise your thumb quietly to
show me you have the answer!”
• Call for answers and explanations from anyone –not only those who raise
their hands;
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 Grade 1: Numbers, operations and relationships

• Let learners discuss and share their different thinking You are saving
methods with the whole class; to buy a toy that costs R27.
So far you have saved R13.
• Show that you accept different ways of thinking How much more money
– as long as they make sense; do you need?
• As learners develop ways to calculate and solve
problems, encourage them to speed up their
responses.
This is how
I worked it out …. I must
You can start by working with the whole class. At get from R13 to R27. 13 to 20 is
first learners will find it easier to understand and 7… and another 7 to get to 27… so
that’s R14 more altogether!
respond to questions if they see, as well as hear,
them. So if learners struggle with oral presentations,
show the questions on flash cards or write them 10 from 27 is 17…
and another 4 back gets
on the chalkboard. Let learners write their answers me to 13.
on a slate or on rough paper and then share their So I need R14.
solutions and their methods. Start with what learners
need and build up slowly to the more difficult oral
work – although you may have to go back to visual presentations when you
start on new work.

Once learners can read fairly fluently, present a series of linked questions in
written form, e.g. on work cards. Learners can then work independently or in
small groups to write the answers.

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 Grade 1: Numbers, operations and relationships
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• number names (one, two, etc.)
• ordinal number names (first, second, third, etc.)
• more , less, fewer, as much as, a little, a lot
• same, different
• equal, about, nearly, none
• total, altogether, count
• cents, rands, exchange
• pieces, parts, share, group, share equally, share between, among
• equal shares (or parts)
• break up
• estimate
• put together, add, build up, break down, take away, subtract, (minus)
• double, halve
• number names up to 100
• count in tens

Grade 2 – add the following to the Grade 1 vocabulary:

• fives, twos, odd numbers, even numbers
• fraction names e.g. half, halves, quarter(s), fourths, thirds, fifths, sixths, one and a half, two and a
quarter
• wholes, parts, pieces, left over, remains, remainder
• twice, three times (etc), multiply by

Grade 3 – add the following to the Grade 1 and 2 vocabulary:

• number names up to one thousand
• tens, units, ones
• twenties, twenty-fives, fifties, hundreds

Resources
• objects in learners’ environment, different counters (e.g. bottle tops, beans, used matchsticks,
plastic shapes, pencils, washing pegs, buttons, unifix blocks, leaves, sticks, stones)
• body parts (eyes, ears, limbs, fingers)
• number tracks and number lines
• number charts or boards, number cards (spray/flash cards)
• sandpaper numbers
• play money
• worksheets
• calendars
• number spinners

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Grade 1: Numbers, operations and relationships

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 Grade 1: Patterns, functions and algebra
Grade 1:
Patterns, functions and algebra
The learner will be able to recognise, describe and represent patterns and relationships as well as to
solve problems using algebraic language and skills.

Skills and knowledge

The learner:
■■ Copies and extends simple patterns using physical objects and drawings (e.g. using colours and
shapes).
■■ Creates own patterns.
■■ Describes observed patterns.
■■ Identifies, describes and copies geometric patterns in natural and cultural artefacts of different
cultures and times.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided. (See Resources)

Suggested activities
Early experiences of patterns And get bigger
Young children come across patterns, in many different situations as they The rings go
round and round
and bigger

venture out into the world. They find their own ways to describe them. and round

They may draw them in the sand or paint pictures of them.

Pattern experiences help young children to make meaning and bring order
to their world. As educators, our task is to extend the innate curiosity for
patterns that our learners have and develop their ability to copy, extend,
describe, generalise and create repeating or growing patterns of their own.

We can help them to: The patterns are the

• see the relationships between the elements of a pattern; same, but the second log
has more rings, because
• spot what’s the same and what’s different; the tree that it came
from was older.
• see how patterns repeat, change or grow in different ways.
Through these experiences learners also develop the language they need to
communicate, share and build on their experiences.

Here are more simple patterns that children may experience in the world
around them:

Cyclical patterns
Natural cycles happen
all around us, e.g. moon and sun,
day and night, growing older.
The big frogs lay eggs, then baby tadpoles
come. They grow into big tadpoles. Then
they become baby frogs, then big frogs, that
lay more eggs, and it starts all over again.

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 Grade 1: Patterns, functions and algebra
Number patterns

10 20 30 40 50 60 70 80 90
In this pattern, the last
digit stays the same but
the first one gets bigger
Shape and number patterns by one each time.

1
This block pattern is 2
neat! The number of
shaded blocks doubles 4
each time!
8

Preparing the classroom

Pattern posters
Make two posters, one with pictures or drawings that show man-made
patterns (including cultural patterns), and the other with examples of natural
patterns.
Here are some examples you could include:

Natural patterns

The symmetrical pattern of a butterfly’s wings.

Animal footprints in the sand.

 Patterns in flower formations.

Repeating cyclical patterns like growth cycles

Made patterns
Designs on African artefacts.

Patterns found in different cloth designs.

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 Grade 1: Patterns, functions and algebra
Patterns in the classroom
• Talk about the different patterns together. For example, ask learners to find
examples of patterns around the classroom. The pattern formed by the
small window panes making up the window, the roof trusses, floor tiles or
a carpet.

• Explore patterns like the wheels on bicycles, tricycles or cars; the number
of corners on a square or triangle; the number of points on different-
shaped stars.
5 points 6 points
• Encourage learners to think about and explain what ‘makes a pattern’.
They should understand that unlike a random arrangement, the elements
of a pattern are repeated. In some cases, like in this design for a mat, the
pattern is repeated and it also ‘grows’.

This pattern, where the number of squares increases by one each time, is also
a growing pattern.

Out and about

• Take learners on a walk around the school grounds to look for different
kinds of patterns, both in the natural and in the built environment. As
you move from one spot to another, give different learners the chance to
describe and compare the different patterns they see.
• In a follow-up Art lesson, ask the learners to draw the patterns they have
seen on the walk, using crayons, kokis or paints. Finger paints work well
for this.

Patterns and rhythm

• Begin a rhythmic pattern by clapping and stamping your feet and then ask
learners to join in:

Clap, clap, stamp, clap, clap, stamp … Or

Stamp, stamp, clap, clap, clap, stamp, stamp, clap, clap, clap …

Give learners chances to make up their own clapping and stamping

patterns that the rest of the group must then follow.
• Play a scale up and down on a piano, recorder or harmonica. Ask learners
to sing along with you and to try and ‘feel’ the pattern in the melody as
they do.
• Play a piece of music or sing a song that your learners know well. Have
them clap or stamp out the beat as they do so. Choose another piece with
a slower or faster beat. Ask them to talk about the differences between the
two beats.

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 Grade 1: Patterns, functions and algebra
Shape patterns
Whe we introduce young learners to a variety of shape patterns we can help
them find out about the geometric properties of different shapes. We can also
help them start to reason about patterns.
Linking rhythmic patterns to shape patterns
• Show learners how to represent their clapping and stamping patterns using
different shapes or colours.
For example, they can show the pattern: Clap, clap, stamp, clap, clap,
stamp, like this:

clap clap stamp clap clap stamp

or stamp, stamp, clap, clap, clap like this:

stamp stamp clap clap clap

• Begin a new clapping pattern. For example: Clap, clap, stamp, stamp.
Using coloured shapes or blocks, learners must build a matching pattern.
They can then take turns in their groups to make up their own clapping
patterns and ask the other members of their group to copy their pattern using
coloured shapes or blocks.

Dot patterns
Begin a pattern like this on the board:
Ask the learners to say how it should continue.
Ask them to describe the pattern in their own way. For example:

curve line curve line curve line curve line …

bend, straight, bend, straight, bend, straight, bend, straight, … Adapted from Marilyn Burns,
tunnel, path, tunnel, path, tunnel, path, tunnel, path … About Teaching Mathematics, A Maths
solutions Publication.
skip, step, skip, step, skip, step.

Hand writing patterns

Copying and extending patterns help learners to develop their writing and
co-ordination skills.

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 Grade 1: Patterns, functions and algebra
Repeating bead patterns
In this sequence of activities, learners copy, make, discuss and compare
repeating patterns that they make with beads and threading laces, or similar
materials they can thread. They can use clay, coloured pieces of macaroni,
different kinds of seeds, etc to make the beads. Give each group of learners
a collection of these materials to work with, either alone or in pairs.

• Make up your own example of a threaded pattern that has a repeating

design for learners to first look at, discuss and then copy.
• Ask them to explain how the pattern ‘works’, what elements it is made
from and how these elements repeat.
• Encourage them to use words like: starts again, over and over, one more
time and so on.
• If you have used beads with identifiable shapes, see if they
can name the shapes as well.
• Let learners then make up their own repeating patterns with their I used a triangle,
materials. then a square then a
triangle, over and over
• Make time for them to discuss, share and compare their examples. again!

We used 2 kinds of
shapes and 2 kinds of
colours over and over
again!

We used four black circles and a long white

one for the middle!
Look! 4 circles, 1 long one, 4 more circles
and a long white one in between.

• They can then count how many of each kind of bead there are, and how
many beads there are altogether.

• Group challenge
Ask learners in each group to work together to use as many of the beads
on the table as they can to make the ‘longest’ possible repeating pattern.
It should repeat at least three times. The challenge will be for them to first
sort the different beads and then work out how to make a pattern that uses
as many different kinds of beads in one sequence as possible. They can
then repeat the pattern a few times.
Repeating shape patterns
• Give out paper or plastic shapes.
Learners can work in pairs or in small groups to make repeating patterns.
Start off by drawing a shape/colour pattern on the board for them to copy,
using their materials.

For example:

They then repeat this sequence three or four times.

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 Grade 1: Patterns, functions and algebra
• Next draw more shapes to extend your pattern and
have them do the same to theirs.

Then learners repeat the sequence.

• Use the opportunity to talk about the different shape names as well as the
position of the shapes, using language like first, second, last, next, the one
before and the one after.
Representing the same pattern in different ways
To extend their understanding of repeating patterns, help learners to identify
different ways of representing the same pattern, as we suggested in the
example for rhythmic clapping:

a b a a b a

grey black grey grey black grey

clap stamp clap clap stamp clap

Talk about how the representations are both the same and different. This will
help them to generalise the relationship between the elements in the pattern
and their position in the pattern.
Drawing patterns
Learners can use crayons or paints to make their own patterns.
They can make printing patterns with potato cuts using stencil cut-outs.

Repeating border patterns

Learners can draw their own repeating patterns to create a design or a border
for a page. They can also complete a pattern that you start for them:

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 Grade 1: Patterns, functions and algebra
Growing patterns
Growing patterns differ from repeating patterns in that there is a change (an
increase or decrease) in the number of elements. These activities also help
learners to understand how patterns help them to make predictions. As they
describe the patterns and justify their predictions, they will also develop the
vocabulary to describe location and relative positions of the elements of the
patterns.

Birds on a wire
Prepare a worksheet with pictures of birds sitting on a wire, or similar images.
• In the first example, increase the number of birds by one each time.

   
Ask learners questions:
“How many birds on the first wire, the second wire, the third wire?”
“Predict how many birds there will be on the fourth or fifth wire.”

• Next begin the pattern with 2 birds on the first wire and increase the
number of birds by 2 each time.

  
Ask questions:
“How many birds on the first wire, the second wire, the third wire?”
“Predict how many birds will be on the fourth or fifth wire in the pattern.”

• Next prepare drawings where the numbers of birds decrease in number

each time. For example:
Begin with 5 and decrease by 1 each time;
Begin with 10 and decrease by 1 each time;
Begin with 16 or 20 and decrease by 2 each time.

Growing squares
• Show learners the following pattern where each part of the pattern is
numbered according to its position in the sequence.

1 2 3 4
Position 1

As in the case of the bird pattern, the number of shapes and their position
in the sequence is the same. There is 1 square in position 1; 2 in position
2; 3 in position 3 and 4 in position 4.

• Next give them examples where the position in the pattern is different
from the number of elements in each group. Help learners to see and
explain that, in this example, the number of squares is one more than the
position number.

1 2 3 4

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 Grade 1: Patterns, functions and algebra
• Ask learners questions that help them to generalise the rule for the pattern
like:
“So if have 7 squares in the pattern, what will its position number be?”
“How many squares will be in position number 10?”
Making growing patterns
• Let learners build up shape patterns according to your instructions.
Present some patterns where the position corresponds with the number of
elements, and other patterns where the position number is one more or
one less than the number of elements. For example:
“Start a pattern using 3 triangles . Then increase the number of triangles by
one each time”.

1 2 3
• Ask learners to use own shapes to make up their own patterns. They must
extend their patterns and write the position number under each group.
Then ask them questions like:
“Without drawing the triangles, can you say how many triangles you need
for position 10?”
“If I have 15 triangles in the pattern, what position number can I make?

Skills and knowledge

The learner:
■■ Copies and extends simple patterns using physical objects and drawings
(e.g. using colours and shapes).
■■ Copies and extends simple number sequences to at least 100.
■■ Creates own patterns.
■■ Describes observed patterns.

Suggested activities
Introducing number patterns
Over thousands of years, people from different parts of the world contributed
ideas that influence the way we write numbers today. To help young learners
understand our number system, they need to learn both the order of numbers
(ordinality), and their value (cardinality). The way we sequence numbers,
how we group them in tens and in multiples of tens, can best be understood
by looking for ‘patterns’ in the structure of our number system.

All number pattern work from Grade 1 onwards integrates with sequencing,
counting, grouping and calculating. It is important to remember that , even if
we do not do formal place value work in Grade 1, once learners work with
numbers beyond 10, they are already encountering place value relationships
and patterns.

Chanting numbers by rote helps learners’ memorisation skills, but it is not enough
on its own. By being trained to observe and use patterns, learners will be able to
sequence, write, read and say the numbers with greater meaning. During the early
stages learners need concrete aids such as counters, number dot cards, number
cards, number boards and grid paper to help them develop their patterning skills.

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 Grade 1: Patterns, functions and algebra
While Grade 1 learners do not calculate with numbers beyond 34, they are
expected to know, read and write number symbols from 1 to 100. This does
not just mean knowing the order, and how to say or write the numbers from
memory, but also understanding the values of the numbers, what patterns or
‘groups’ they belong to, and how to compare them.

So, for example, when counting in 10s or writing the pattern for 10s, learners
must also understand that each number is 10 more than the number before it.

10 20 30 40 50 …

Even when children are learning to count, read and write numbers beyond
10, they can use patterning to help them remember the numbers in the
sequence from 0 – 40.

Bella is trying to write the numbers from 0 – 40 from memory.

She gets stuck at 12. But then she remembers the pattern!

She knows the numbers repeat themselves over and over. From
10 on, there are 2 digits in the numbers. The first digit stays as
1 until 20 and each second digit increases by one. So when
she is stuck at 12, she looks back to find the number 2 and sees
that it comes before 3, so now she knows to write 13, then 14
then 15 right up to 19. Then the first digit changes to a 2 for 20
and the second digits in the number again increase by 1 each
time - 21, 22, 23, etc.

Kinds of number patterns

In early grades learners experience these main types of number patterns:

Repeating patterns
Learners practise a repeating pattern, for example when learning to write
rows of the same number:
1 1 1 1 1 1 1 1 1 1 1 1 1 1

In an example like this one:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
the numbers ‘grow’ or increase in value from 1 to 5, and they are written
over and over again. So learners can practice their sequencing skills and their
writing skills.

Here are two more repeating patterns:

1 1 2 1 2 1 1 2 1 2 1 1 2 1 2 1 1 2…

and
3 4 4 3 3 4 4 3 3 4 4 3 ...

Growing patterns
1; 2; 3; 4; … 100 is a growing pattern.
The numbers get bigger by one each time.

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 Grade 1: Patterns, functions and algebra
100; 99; 98; 97; … is also called a growing pattern, but this time the
numbers decrease by 1 each time.

1; 2; 4; 8; 16; … is a growing pattern that uses doubling.

16; 8; 4; 2; 1; … is a growing pattern that uses halving.

Place value patterns

As learners build their counting from 1 to 100, they will notice that that there
is a growing pattern in the 10s digits and a cyclical repeating pattern in the 1s
digits.

10; 11; 12; 13; 14; … 20; 21; 22; 23; 24; …

Number dot patterns

For each pair or small group of learners, you will need:
Round counters
Copies of the number dot cards (see below)
Sets of number cards from 1 to 10

Learners begin by laying out the dot cards in sequence from 1 to 10.
They then match the dot cards to the correct number cards.
Let learners practise arranging their counters in the same way a few times.
They can then copy the patterns by drawing them in their books.

This is the most common format for arranging dot sequences found in most
books and resource materials:

1 2 3 4 5 6 7 8 9 10

Bigger number patterns

Learners can use their counters to count out the numbers from 11 to 20. They
can arrange them into different patterns of their own. Next ask them to copy
the patterns into their books. They can also copy their own patterns or make
new ones using peg boards, or by arranging the counters on grid paper. This
will help them to organise and show their patterns more easily.

Remember that learners think in different ways.

So, for example, to show patterns for the number 16:
Some learners may line the 16 counters up in two straight rows like this:
Others may make 4 groups of 4:

or, an “upside down hat”: or, “steps”:

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 Grade 1: Patterns, functions and algebra
Make time for learners to talk about and compare their different ways:

Look! This is how

See how I made 11 … I made 12! I also used 5 on each
5 at the top and 5 at the
bottom and 1 in the middle. side and I fitted the other 2 at
That’s like the 5 pattern! the top in the middle.

Reflection
Number dot patterns provide learners with opportunities to use a range of
mathematical skills:

• They match patterns with numbers and with counters in different arrangements.
• They count and sequence numbers.
• They learn the values, the ‘how muchness’, of the numbers by counting out and
comparing the patterns that different numbers make.
• They learn about conservation of number as they realise that, even if their
different arrangements of all the counters in a group do not look the same, the
total number of counters in the group remains the same.
• As they create patterns of their own, they develop a sense for grouping,
remainders, symmetry, the commutative property of addition, and odds and
evens, even if they don’t have the vocabulary to describe all these concepts yet.
Building up and breaking down numbers
Patterns for 5
For this activity, it is good for learners to work in pairs or even on their own. For
each pair of learners, you will need counters of two different colours, grid paper,
crayons and number cards.

Learners first use their two colours of counters to make pattern combinations for 5
like this:
     5
     1 and 4
     2 and 3
     3 and 2
     4 and 1

Ask learners to say what each line in the pattern shows. On squared paper, learners
can repeat the same pattern, by shading blocks using two different colours:

Once they know the + (plus) symbol, they can

1 + 4
show the combinations using numbers and symbols:

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 Grade 1: Patterns, functions and algebra
Then they can write the number combinations next to each row in the
pattern:
5
1+4
2+3
3+2
4+1

Ask them to find other ways to show the patterns, by shading them in
different ways.
For example:
5 1+4
4+1 2+3
3+2 3+2
2+3 4+1
1+4 5

By working in this way, learners develop a sense of the commutative

properties of addition. They realise that even if the order of the numbers to be
added changes, their total remains the same.
So for example, from these 2 arrangements, they can see that 4 + 1 makes 5
and that 1+ 4 also makes 5.

4+1 1+4

What makes 10?

Learners can then use dots, counters and shading on grid paper to show the
combinations they get when they draw or build up 10 in different ways.

          10
         1 and 9
        2 and 8
       3 and 7
      4 and 6
     5 and 5
    6 and 4
   7 and 3
  8 and 2
 9 and 1

 9+1
  8+2
   7+3
    6+4
     5+5
      4+6
       3+7
        2+8
         1+9
          10

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 Grade 1: Patterns, functions and algebra
By focussing on patterning, we help learners build understanding of number
bonds. This is a more powerful approach to mathematical learning and
teaching than repetitive rote memory and drill work.
Patterns in number grids
You will find copies of number grids and blank grids in the Resources Section.
Each learner or pair of learners should have their own grid to work with.

Using blank number grids

• Use blank number boards to identify patterns with the learners.

Count the blocks in

the first row going across.
Say the numbers as you
count.

Now count the blocks

in the first row going down.
Say the numbers
as you count.

Now do the same for the second and third rows

across and down. What did you notice? There are
always 10 blocks across and 10 blocks down. And
to find how many blocks there are altogether, we
can count on in 10s. Let’s do that!

Learners can then count 10, 20 30, …, 100 pointing to the rows in the grid as
they count.
10
• Now ask learners to count each block from 1 to 20
100 and place a counter on the 10s number at the 30
end of each row. They place the corresponding 10s 40
card next to each blocks they cover. They will see a 50
pattern that looks like this: 60
70
80
90
100
• Let them do the same, but
this time counting down the
columns, so that they have
this pattern:

10 20 3040 50 60 70 90 0
80 10

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 Grade 1: Patterns, functions and algebra
Other ways to count from 1 to 100 1
Let learners investigate what pattern they will get 10
20 11
if they count in the direction shown here, placing
21 30
a counter on every 10th number. This is the way
that the board for Snakes and Ladders is usually
40 31
organised, so you could use the Snakes and 41 50
Ladders board for this activity. 60 51
61 70
80 71
81 90
1 20 21 40 41 60 61 80 81 100 100 91

You can also start by going down the

board and back up the next column.

10 11 3031 5051 70 71 90 91

Using the 1 to 100 number board

• Ask learners to point to, or place a counter on, each number as
they count forwards and backwards. Putting out the counters like
this helps learners get a sense of the actual size of the numbers.
• They also see that each number is one more than the previous
number as they go forwards, and one less as they go backwards.
• Start with small numbers and let learners build up a solid
understanding of the sequence.
• When they come to the end of a row, help them to count on from
the beginning of the next row, rather than going back to 1 again.

During number board activities, ask guiding questions to draw

learners’ attention to the grouping and counting patterns, for example, ask
questions like:
Look at the numbers Look across the board.
on the number board. How many What patterns do you see in the
numbers are there in each row? numbers? Look down the board.
How do you know? Why do you What patterns do you see in the
think we put 10 numbers numbers?
in each row?

Learners should be able to explain which digits stay the same across the
rows, which digits stay the same down the rows and which digits go up by 1
each time.

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 Grade 1: Patterns, functions and algebra

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
Shading number board patterns
Ask learners to shade all the blocks that have a 1 in them. Talk 31 32 33 34 35 36 37 38 39 40
about the pattern they get. They should leave out the number 100. 41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 50

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

1 2 3 4 5 6 7 8 9 10 81 82 83 84 85 86 87 88 89 90

11 12 13 14 15 16 17 18 19 20 91 92 93 94 95 96 97 98 99 100

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 50
Using a different colour,
61 62 63 64 65 66 67 68 69 70 learners can shade all the
71 72 73 74 75 76 77 78 79 80
numbers that have a 2 in
them.
81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Ask them to predict what the pattern will be for all the numbers that have a 3
or a 4. They must then shade their patterns to test their predictions.

Skip counting on the number board

When learners can read and sequence numbers from 1 to 100, they can use
the number board to explore the patterns for skip counting in 2s, 3s, 4s, 5s
and 10s. They can count on in different number groups and shade the blocks
as they count. Then they can talk about the patterns they see.

For the 10s pattern  For the 5s pattern

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 50 51 52 53 54 55 56 57 58 59 50

61 62 63 64 65 66 67 68 69 70 61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80 71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90 81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100 91 92 93 94 95 96 97 98 99 100

page 62
 Grade 1: Patterns, functions and algebra
For the 2s pattern:

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 50

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Ask learners to tell you about the different patterns. For example:
What digit do the numbers in the 10s pattern end with?
Which numbers are in more than one pattern? What digits do the numbers in
the 5s pattern end with? ... the 2s patterns? ... the 4s pattern?
Which numbers are in the 2s pattern and the 3s pattern and the 4s pattern?

Grouping patterns
Give learners a pile of counters. They can start with 10 counters. Ask
them to see how many times they can put out 2 counters, one under
the other. Ask them to describe their pattern.

Let them then take 12, 15, 20 or even up to 30 counters, and find different
ways to arrange them in group patterns, with the same numbers of counters I put out 2 counters
5 times and I made
in each group. Again make time for them to discuss and share the different 10 altogether.
patterns they make.
    
I counted out 30     
 counters. I made a pattern
using 5 counters in a row.
 There are 6 rows in my 
 pattern. 
 I also counted out 
30 counters. My pattern has
 10 counters in a row. There are
 3 rows in my pattern.

After working with counters, learners can then shade blocks to build different
kinds of group patterns in the same way.

My pattern has
2 rows with 5 blocks
in each row.

My pattern has
4 blocks in a row.
I made 4 rows.

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 Grade 1: Patterns, functions and algebra
Growing number sequence patterns
Make work cards with different examples of number sequence activities. Work cards are useful because
you can adapt the text book activities to meet your own learners’ needs. You can also design work of
different difficulty for learners who are functioning at different levels. Learners can also choose whether
they need the support of concrete aids to help them complete the work cards, or whether they are able
to work mentally.
Here are examples of the kinds of worksheets or work cards you can design to reinforce your learners’
skills with counting forwards and backwards from any number and for looking for patterns.
According to the needs of your different learners:
• make the worksheets shorter or longer;
• use bigger or smaller numbers;
• use other patterns.
Counting forwards
Look at these rows from a number board. Some numbers are missing. Write the missing
numbers.
1.
3 5 9
11 14

2.
33 35 39
41 44

3.
72 78
84

4.
1 3 5 7 9
11 13 15 17 19
21 23 25 27 29
31 33 35 37 39
Talk about patterns. What patterns do you see in this set of numbers?

Learners should be able to explain that the digits in the 1s place are the same across the rows, while the
(value) of the 10s digits increases by 1 down the rows.

Counting backwards
Look at these rows from a ‘backwards’ number board. The numbers go backwards.
Write the missing numbers.
1.
20 19 18 16 11
8 4

2.
40 36 31
29 26
11

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 Grade 1: Patterns, functions and algebra
3.
60 58 56 54 52
50 48 46 44 42
40 38 36 34 32

Ask learners to complete work cards such as these and then describe the
patterns.
10 + 1 = 20 + 1 = 30 + 1 =
10 + 2 = 20 + 2 = 30 + 2 =
10 + 3 = 20 + 3 = 30 + 3 =
10 + 4 = 20 + 4 = 30 + 4 =
10 + 5 = 20 + 5 = 30 + 5 =
10 + 6 = 20 + 6 = 30 + 6 =
10 + 7 = 20 + 7 = 30 + 7 =
10 + 8 = 20 + 8 = 30 + 8 =
10 + 9 = 20 + 9 = 30 + 9 =
10 + 10 = 20 + 10 = 30 + 10 =

Here they should see that the (value of the) 1s digit remains the same across
the 3 patterns while the (value of the) 10s digit increases by 10 each time.

Repeating patterns
Give learners examples that repeat numbers in a particular sequence to help
them get a sense of repeating patterns.

1; 2; 1; 2; __; __; __; __

3553 3553 3 53 3 3

Vocabulary
Grade 1, 2 and 3:
Repeating pattern; language to describe patterns, e.g. position words - right, left, first, second, last,
next, the one before, the one after; shape and colour words; increase or grow, decrease or shrink;
doubling; halving; rows and columns.

Resources
Pictures of patterns in nature, in drawings, clothes, paving, houses etc; pattern posters if possible;
musical instruments to make rhythm patterns; cut-out shapes for making patterns; beads, seeds,
threading string etc; potato prints or stencils; paints; glue and scissors; coloured paper; counters;
number dot cards; number cards; grid paper; number boards and blank number boards; weather
charts, timetables, life cycle charts etc; grids, wrapping paper or wall paper.

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 Grade 1: Shape and Space (Geometry)
Grade 1:
Shape and Space (Geometry)
The learner will be able to describe and represent characteristics and relationships between two-
dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Skills and knowledge

 he learner:
T
■■ Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the
classroom and in pictures including: boxes (prisms) and balls (spheres); triangles, rectangles;
circles.
■■ Describes, sorts and compares physical two-dimensional shapes and three-dimensional objects
according to: size; objects that roll or slide; shapes that have straight or round edges.
■■ Observes and builds given three-dimensional objects using concrete materials (e.g. building
blocks and construction sets).

The vocabulary that learners need to understand and use is listed at the end of the suggested
activities. You will find it helpful to make flash cards with key vocabulary words to support
the teaching and learning process. A list of the resources you will need for the activities is also
provided. (See Resources)

Suggested activities
1. Introducing 3-D objects
Shape walk
Take learners on a ‘shape walk’ around the school grounds to look out
for and identify the shapes of different objects around them. Ask questions
that help them to describe their different features or properties.

For example: Which are taller than others? Which are wider than others?
Which are round or flat? Which of them have corners or points? Which are
curved? Which are straight? Which are solid? Which are hollow? Which can
roll and which cannot? Which keep their same shape from top to bottom?
Which get wider or narrower at the top?

Where possible, learners must test their ideas by picking up, turning and
rolling objects.

Sliding and rolling

Do outdoor activities where learners physically experience sliding and
rolling with their bodies and with different objects like boxes and balls. Talk
about what makes it possible for some objects to roll and why others can’t.
Encourage them to use words like curved, round; straight, pointy corners; no
corners.

Sorting boxes
Give each group of learners a collection of 3-D objects and ask them to
sort them into two groups. For example, put all the objects that are round or
curved like a ball together in one group and others with straight edges and
corners in another. Or they could put all the solid objects in one group and
the hollow (or ‘empty’) objects in another.

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 Grade 1: Shape and Space (Geometry)
Making models
Make play dough or give learners plasticine and ask them to make models of
different shaped-boxes (prisms) and balls. Test to see which objects can roll.
Ask what learners must do to make the other shapes move (slide them along).

What would happen?

Ask questions like: “What would happen if a ball were shaped like a cube?”
“What would happen if you tried to bounce it?” “Why are bicycle wheels
round?” “What would happen if they were square?” “What would it be like
to sleep on a round instead of a rectangular bed?” “What is the
difference between a round room like a traditional hut and a square I could stack them
or rectangular room with corners?” “Where possible, let learners test because they are nice
and flat and fit together
their ideas.” nicely.
Guess the object
Cover different solid shapes with a cloth. Ask learners to feel them
and guess what kind of objects they are and say as much as they can
about them, including whether they roll or slide.

Use the same collection of objects. Let learners investigate which of the
shapes they can stack on top of each other and which they can’t. Let them
explain why this is so.
See Resources, p371,
2. Introducing 2-D shapes for examples you can
copy for your learners.
2-D shape activities
This is a sequence of steps for building the learners’ understanding of 2‑D
I put the ones
shapes in a progressive way. You can also select the activities that are suitable with 3 corners in a group
for your class. and the others with 4
corners in a group.
Step 1:
Begin by letting learners freely explore the similarities and differences
between different 2-D shape cut-outs or plastic shapes, before introducing
them more formally to their different names and properties.
Step 2:
Give a set of coloured cardboard, plastic or wooden shapes
to each group of learners to sort. First let them find their own
ways to do this. Ask them to explain how they did this.
Step 3:
Next give them instructions for how you want them to sort the blocks. For
example:
• Sort them into three groups - all the shapes with straight sides, all the
shapes with curved sides, all the shapes with both curved and straight
sides (like semi-circles).
• Put shapes of the same kind together (all the triangles, circles, rectangles).
• Arrange groups of the same shape according to size - small or big
triangles; narrow or wide rectangles.
Step 4:
Next help learners to think about the different properties or attributes by
asking them, for example, to find a shape from their set of shapes that has:
• all four sides the same length;
• three straight sides and three corners;

page 67
 Grade 1: Shape and Space (Geometry)
• two long sides and two short sides;
• one round edge and one straight edge (a semi-circle);
• four sides but not a rectangle (this could be a rhombus,
trapezium or parallelogram)
• no corners.

Note: Even though it is expected that learners in Grade 1 only become familiar with the properties
of rectangles, triangles and circles, sets of bought shapes generally include rectangles, squares,
hexagons, trapeziums, rhombuses, circles and semi-circles.
Learners can work informally, to uncover and compare the properties of all the shapes in their set
using attributes like: number of sides, if these are the same or different, round or curved.

Step 5:
Prepare worksheets to reinforce the ideas above. For example, make copies
of different shapes and ask learners to colour the shapes with curved sides
red; the ones with straight sides blue; the ones with both curved and straight
sides green. Or they could colour the four-sided shapes one colour and the
three-sided shapes another colour.
Step 6:
You can now focus on the mathematical names we give to the
shapes that Grade 1 learners are expected to know and distinguish
between. These are: a triangle, a rectangle and a circle. We
suggest you also include a square. Gradually learners will be able
to distinguish the difference between a square and a rectangle
on their own. Remember that a square is also a rectangle, but a
special kind that has all four sides the same length!
To help them find differences between a square and a rectangle, square rectangle
they can turn the squares around to show that a square looks the
same any way you turn it, but a rectangle will look different.
Step 7:
Make large cardboard templates of these shapes to display on
the classroom walls with labels for each one, written in big clear
lower case letters. Pin them on the board or on the classroom walls where all
learners can see both the shape and the letters making up the words.
Step 8:
Prepare a set of cardboard shapes made up of different sized circles, triangles
and rectangles, including squares. Hold them up at random and ask the
learners to name them. Introduce the terminology ‘edges’ and ‘corners’ and
square
show learners how we can count round the edges and corners to find, for
example, that a triangle has three straight edges and three corners, or a circle rectangle
has one curved edge, or a rectangle has four straight edges and four corners. circle
Step 9:
Ask learners to now sort their shapes into triangles, circles and rectangles.
Let them then build rows or columns with their shapes to make a concrete
graph, showing how many of each kind they have. Give them number
cards to place at the end of each row or above each column. Ask guiding
questions. For example,
“How many more circles than triangles do you have?” or,
“How many more rectangles than circles do you have?”.

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 Grade 1: Shape and Space (Geometry)
Step 10:
Prepare a worksheet with different kinds of triangles, rectangles and circles
and have learners colour each kind of shape the same colour and match
them to the correct names.
Step 11:
Make another worksheet in which you draw a selection of ‘pointy-like’
shapes, some of which are triangles and others which are not. Ask learners to
mark all the triangles and explain why the other shapes are not triangles..
More shape activities
Making body shapes
Have learners lie down on the ground and arrange themselves to form
different shapes. For example, three children can lie down to form a triangle
or four children of the same height can make a square, or two pairs of
children of the same height can form the opposite sides of a rectangle. They
will have fun finding out for themselves which learners are of the same
height to be able to make different-sized rectangles, squares and triangles.
Encourage learners to predict how many learners they will need to make
each of the different shapes.
Walk the shape
Hold up a shape. Let the learners describe its parts. Then ask one learner
to ‘walk the shape’. As he/she walks, another learner can follow behind
and draw the path taken, with a stick on the ground. Learners can discuss
whether the path is the same or different from the shape that you held up.
String shapes
Give out different lengths of string or rope to each group of learners and ask
them to form different sized triangles and rectangles. They must work out
how many learners need to hold the string for each corner they make.
Ask questions like: “For a triangle to be called a triangle how many sides
must it have? Must the sides always be the same length? Must they always be
straight? “ Do the same for rectangles.
Learners can then walk around each of the different shapes and discuss and
compare their sizes and shapes. Let them find out, for example, which of the
triangles have sides of the same length or which of the rectangles have sides
of the same length.
Feel the shape
Put a collection of shapes in a bag. Learners take turns to choose a shape
without looking at it. They must decide what shape they have chosen and
describe and name it to the rest of the group. Vary the game: let learners play
in their groups or let them take turns to pull a shape out of the bag, and ask
the other members of the group to name and describe it as accurately as
possible, e.g. “It is a triangle with all three sides the same length” or “with
two sides the same length and one side longer than the others”.
Shape riddles
Give learners different shape riddles to solve like: “I have three corners and
three sides. What am I?” (triangle) “I have one round side and one straight
side, what shape am I?” (semi-circle). They can then make up their own
riddles to ask one another in their groups.

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 Grade 1: Shape and Space (Geometry)
Hidden shapes
Use a piece of cardboard supported on the desk so that it forms a
screen between you and your learners. Choose a shape without
letting them see it and show only a tiny part of it above the screen
(an edge or a corner). Ask learners to guess what shape it might be
and to say why they think so. If they cannot guess, lift the shape to
reveal a larger part of it. Learners can also play this game in pairs,
taking turns to hide different shapes.

3. Moving from 3-D to 2-D

This is a sequence of activities.

Step 1:
Use the same assortment of boxes and blocks
you used for previous 3-D investigations.
Include examples of squares, triangular
prisms and cylinders. Round objects Objects with
straight sides

Give each group their own set of boxes and blocks to work with. Make
sure there are a variety of different types in each set. This time let learners
describe and compare the boxes according to the shapes of their faces.
Show them what we mean by the face, by pointing to the flat sides that we
see when we look at the boxes face on. Point out different examples like
the circular face of a cylinder, the triangular face of a triangular prism or
pyramid, the rectangular and square faces of different blocks and boxes.

Step 2:
Learners can then work in pairs to investigate one object
at a time looking for all the different shaped
faces they can find on each example. We found All the faces
triangles and on our blocks are
Make time for them to discuss and rectangles on rectangles.
compare their findings with the rest our box.
of their group members.

Step 3:
Ask each group to show you a box or block from their set that has:
• only rectangular or square faces - let them count the number of faces;
• both triangular and rectangular faces (a triangular prism);
• only triangular faces, for example, a triangular based pyramid or
tetrahedron;
• one or two circular faces (open or closed cylindrical box or block).

Each learner can then choose one block or box and trace around its faces.

Step 4: When I traced

Learners study an object. They use the same colour to shade all the faces that round the house I drew
a square. I drew a circle
are the same shape. They can then name the faces either by telling around the bottom of
you their names, or by copying the names from the the tower.
labels you have on the board or classroom walls.

page 70
 Grade 1: Shape and Space (Geometry)
Step 5:
Now ask learners to look around the classroom or take
them outdoors to look for objects that have the same kinds
of faces as the ones they investigated.
For example, a circular light, cylinders
or cups, a rectangular shaped window
or door, triangular wood trusses.

4. Building and constructing models The top of my

I made my house using a
tree is a semi-circle, the
with 3-D materials trunk is a thin rectangular square block for the bottom
block. part and a pointy block for
Building: the roof.
Ask learners to collect more blocks, boxes
and containers of different shapes from home.
Use these, or ready-made construction
sets, to let learners build 3-D models. Ask them to describe their models and
explain the different shapes they used.
Following building instructions
• Give learners building instructions or plans to follow. For example:
– “Make a house that’s 3 blocks high and 5 blocks across and find a way
to give the house a pointed roof.”
– “Use as many blocks as you can to make ‘trains’ of the same length
and size.”
– “Build a tower as high as you can, using as many of the blocks or
boxes as you can. Make sure your model does not fall over.”
• Ask learners to describe their constructions each time and to say which
kinds of blocks they used to make them.
• Use multilink blocks or similar construction blocks that join on each side.
Make a shape yourself using four or five blocks and keep it hidden from
the learners. Give each learner the same number of blocks for them to
build a copy of your model.
• Explain how you made your shape block by block. For example, “Take a
blue cube. Put a green one on top of it. Put a red block to the right of the
top blue one. Put a yellow block behind the blue one.”
• When they have finished, let them compare their
models to yours.
• Learners can then work in pairs. They take
turns to make a shape then hide it and explain step by step to their
partner what it looks like. Their partner must then try to copy it.

5. Expanded opportunities: Building 2-D shapes

Note: Grade1 learners will enjoy and benefit from

constructing shapes and designs with 2-D shapes in
the ways we suggest below.

Shape pictures
You will need sets of plastic, wooden or cardboard shapes for groups or pairs
of learners. Learners first work freely, to find out for themselves how they can
join different shapes to build new shapes and to make shape designs and
patterns.

page 71
 Grade 1: Shape and Space (Geometry)
• Ask them to build different pictures using their pieces,
e.g. a tree, a house or a cat.
• Give them more guided instructions. For example:
“Make the biggest rectangle you can with your pieces.”
Peg boards and geoboards
Give each pair of learners peg boards or geoboards with elastic bands and
show them how they can form different 2-D shapes with these.
Ask them to make a rectangle with two long sides and 2 short sides or with
all sides the same length (a square).Or they can make different kinds of
triangles with their points facing upwards, downwards or to the side. You
can draw examples on the board for learners to copy. Make time for them to
discuss and compare the different shapes they made.

Skills and knowledge

The learner:
■■ Recognises symmetry in self and own environment (with focus on left, right, front and back).

Suggested activities
Exploring symmetry

Note: Symmetry is more easily understood if compared to non-symmetry. Learners must realise
that symmetry is different from ‘the same as’, e.g. two identical wings of a butterfly are the same
but a right and a left wing are symmetrical.

Left and right

Sing songs, recite rhymes and play games to help learners learn left and right.
For example, Do the hokey pokey, put your left hand in, put your right hand out…
stamp your left foot, etc.
Using a mirror
Let learners stand in front of a mirror. Find the midline that divides their bodies into symmetry non-symmetry
two symmetrical halves. They can then hold a metre stick or straight piece of thin One, Tw
o
One, tw , Three, Four, F
wood down their midlines to show how the midline divides the left and right sides o
Once I , three, four,
ive
ca fiv
of their bodies into two symmetrical halves. Six, sev ught a fish a e,
en liv
But I le , eight, nine, e.
t ten,
They should discover that while the left side of the body is symmetrical to the Why d it go again.
id
Because I let it go?
right, the top of their bodies is not symmetrical to the bottom and the front is not Which
fin
it bit m
y finge
r
The litt ger did it bite so.
symmetrical to the back. Ask them to also look for symmetry in the way their eyes, le one
upon th ?
e right.
noses and mouths are formed.
Body symmetry
Give large sheets of newsprint or newspaper and a coloured crayon to each
learner. Let them trace around one another’s outlines. They can then try to fold
the outlines down the middle to see how the two parts fit on top of each other.
They can then draw in the fold lines to show the vertical line of symmetry. Point
out that they can cut out and fold pictures and drawings down the middle to check
for symmertry. If the one half of the shape fits exactly over the other half, we say the
shape is symmetrical.

page 72
 Grade 1: Shape and Space (Geometry)
Object symmetry
• Help learners to identify symmetry in objects
around them, e.g. a doll or toy car (left and right
are symmetrical
but not top and bottom or front and back).
A square block or box is symmetrical both across
and up and down.
• Bring examples of cultural artefacts or pictures of these for learners to
observe symmetry e.g. pots, hats, beadwork, traditional huts or wall
designs. Zulu
• Show learners some examples of symmetry in natural objects like leaves,
seedpods and flowers.
Sorting by symmetry
Take learners on a nature walk around the school grounds. Let them
collect different kinds of natural objects. Back in class have them sort
these into groups to show which have symmetry and which do not.
Make time for learners to talk about the groups and the different objects
in relation to symmetry and asymmetry.
The other half
Make worksheets using drawings of natural objects, everyday objects and
designs. Draw in half the shape, either vertically, horizontally or diagonally.
Learners must draw in the other half.
Cutting objects
Cut various objects, e.g. apple, orange, banana, slice of bread, etc. in different
ways to illustrate when the cut is symmetrical and when it is non-symmetrical.
Once you have done this once or twice, ask learners to predict
if they think the two pieces of another kind of fruit or
vegetable will be symmetrical if you cut them in a
particular way.
Symmetry in patterns and designs
Show learners a symmetrical pattern made with shapes and an asymmetrical
pattern. Then prepare some practical activities where learners have the
opportunity to create their own symmetrical designs.
• Shape patterns: Give learners plastic shapes or gummed paper
shapes to create symmetrical designs. Let them assess each
other’s designs to check if they are symmetrical or not. Has symmetry Not symmetrical
• Painting: Give each learner an A4 page and some paint. First
they fold the paper in half, and unfold it again. They then put
a blob of paint on the fold, fold again, rub the paper smoothly
together and observe the symmetry of the design on either side
of the fold line.
• Beading: Make up two examples of bead necklaces, where the
one is symmetrical and the other is not, or draw pictures of these on the
board. Ask learners to say which necklace has symmetry and which does Non symmetry
not and to say how they know.
Give each pair or group of learners their own beads and thread This necklace has
to make up examples of both symmetrical and asymmetrical symmetry because
I can see that there is a big
bead designs. If you do not have beads, they can also make round bead in the middle
necklaces from different kinds of pasta. They could paint these and on both sides of that
in different colours beforehand in an Art lesson. there is a diamond, then a
square, then a circle.

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 Grade 1: Shape and Space (Geometry)
Symmetry in 3-D models
• Collect blocks or boxes and other anti-waste materials for learners to
build 3-D symmetrical models. Make up two examples yourself to show
them - one that is not symmetrical and one that is where you can point
out the matching pairs of shapes on either side of the middle line.

Skills and knowledge

The learner:
■■ Describes one three-dimensional object in relation to another (e.g. ‘in front of ‘or ‘behind’).
■■ Follows direct­ions (alone or as a member of a group or team) to move or place self or
three-dimensional objects in relation to each other.

Suggested activities
Position and direction inside the classroom
Identifying position
Place different objects on a sheet of paper or draw pictures in different
positions on the board. Ask learners to say where these are in relation Put the pencil in
to each other. For example: in the middle, near the middle, at the top the centre; place the book
to the right of the pencil and the box
or bottom, to the side, at the edge. to the left of the book.
Put the ruler underneath
Arranging objects the pencil.
Give learners instructions to arrange objects on their desks or on the
floor in different ways.
For example: “Put the pencil in the centre; place the book to the
right of the pencil and the box to the left of the book. Put the ruler
underneath the pencil.”
Beanbag position
Give learners beanbags. Ask them to place the beanbag ‘to the left of’ the
chair, ‘inside’ the bag, ‘underneath’ the chair. Let learners then take turns to
place their beanbags in different positions. Ask them to describe the positions.
For example: “I am putting the beanbag on top of my book, next to my chair,
on the floor.”
Directing people
• Learners work in groups. Give them instructions to move themselves into
different positions: “Stacey, stand next to Amy”, or “Paul, stand two places
in front of Hannes”.
Ask them to describe their positions in more than one way. For example:
“I am standing behind Tshepo but in front of Zami. Khaya is on my right
and Johannes is on my left.”
• Give learners instructions to move around to different positions in the
class. For example: “Go to the front or back of the class. Girls, stand on
your chairs, boys sit under your tables.”
• Clear some space in the classroom and have learners follow your
instructions. For example, “Move three steps forward, then two steps
to the right. Now take four steps back and two to the left.” Repeat the
instructions in reverse so learners arrive back at the point they started
from.
• Extend the challenge by giving learners ‘stage directions’ For example:
“Stand to the right of the box… The chair must be behind the table from

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 Grade 1: Shape and Space (Geometry)
where you are standing. Move to a place where you see the chair in front
of the table.”
• Ask learners to explain to the class the route they have to follow, e.g. “To
get to the door, you must turn around, walk forward 10 steps, turn left,
walk forward 5 steps, open the door.”
Stories and rhymes
Find examples of stories and rhymes that use positional terms, such as: on,
over, under, near, far, in front of, behind, to the side, between, left and right.
Let your learners act out the stories as they use the terms to describe what
they are doing. You can use your classroom furniture as props so that, for
example, children show and describe how they go over or under the “bridge”
or through a “tunnel”.
Position in pictures
Use pictures from books and magazines or classroom posters. Discuss
how we represent position in drawings. For example: “Who is in front of the
cat? Who is next to the cat? Who is far away from the cat?” Start with simple
pictures and then find more complex ones with more detail and possible
positions and locations that they must describe.
Drawing position
Give each learner a sheet of grid paper and some crayons. They must follow
your instructions, like: “Draw a red circle in the top left corner, draw a blue
triangle in the bottom right corner or draw a yellow square in the middle.”

Ask learners to draw their own pictures to illustrate positional terms. For
example, “Draw your friend standing under a tree” or, “Draw a cat standing
between the tree and the house” or, “Draw a ball in Tumi’s right hand”.
Moving the arrow
Construct a cardboard circle with a moving arrow. Ask different learners to
come up to the front and move the arrow in different directions, e.g. down,
to the right, to the left. The rest of the class must show the direction that the
arrow moves using their hands.

Outside activities for position and direction

Follow instructions
Learners follow instructions like climb upwards,
downwards, towards, away from, across, along, through,
turn to the left, to the right, move forwards, backwards I climbed
and sideways, face towards the field, away from the field. to the top!

What do you see?

Ask the learners to face in a specific direction, and say I’m in my
what they see when they look straight ahead. Then ask hideout!

them to turn around (180 degrees) and say what they see
now. Then ask them to make a quarter turn and say what
they see now, and then another quarter turn, back to
where they started.

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 Grade 1: Shape and Space (Geometry)
Obstacle course
Create an obstacle course outdoors that learners must follow by listening
to the instructions you give them. For example, “Jump over the tyres, climb
through the hoop, slide down the slide; climb up the stairs of the slide, go
to the left of the jungle gym.” Learners should verbalise what they are doing,
using the relevant vocabulary.
Learners can also create their own obstacle course and give instructions for
their peers to follow. For example, “Climb over the tyre, walk on the beam,
and climb through the hoop.”
Describe position
Discuss the positions of objects in the environment, e.g. “Where is the red
car? (Between the white car and the blue car) etc. Ask enough questions to
ensure that all the key words of position have been covered.
Follow my leader
Let one learner be the leader . The other learners must copy his/her
movements as they follow what the leader does. The leader should move into
different positions and in different directions.
Sand drawings
Learners draw in the sand as they follow a given set of instructions. For
example: “Draw a straight line going down; draw a straight line to the right;
draw a straight line up; draw a straight line to the top/bottom corner.” Then
ask them to describe the shape they drew. They can repeat the same kind of
activity on paper using wax crayons.

Vocabulary
Note: If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
Understand and use these words in practical contexts:
• shape, pattern, flat, curved, round, straight
• solid, corner, face, edge
• rounded, pointed
• roll, slide
• build
• everyday language to name and sort properties of 3-D objects and 2-D shapes such as cubes,
spheres, circles, triangles, rectangles (squares)
• front, back, right, left, midline
• top, bottom, across, up and down, from side to side
• down the middle, across the middle, midline
• reflect, mirror, dotted line, equal parts or halves.
• in front of, behind, side, next to, beside, on top of, above, underneath, below, inside, outside, to
the left of, to the right of, left hand side, right hand side
• to, from, towards, away from, over, under, underneath, above, below, on, in, outside, inside,
in front, behind, beside, before, after, next to, opposite, between, close by, far away, far apart,
middle, centre, edge, corner, sideways, up down, forwards, backwards, across, along, around,
through.

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 Grade 1: Shape and Space (Geometry)
Grade 2 - add the following to the Grade 1 vocabulary:
• rectangular, triangular
• squared prisms
• a square is a special kind of rectangle with all sides the same length
• a square prism, a rectangular prism and a triangular prism
• other names of shapes that they may come across like rhombus (diamond), hexagon, trapezium or
kite
• tangram
• symmetry, symmetrical, non-symmetry, non-symmetrical
• views from the front, from the back, from the sides, from the top, position, view, changes, looks
different.
• quarter turns, half turns, full turns, clockwise, anti-clockwise.

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• balance, not balanced, facing opposite directions
• vertical, horizontal, diagonal
• map, point, distance, aerial view, floor plan
• area, perimeter

Resources
• 3-D blocks of different shapes and sizes including:
- cubes, cuboids (rectangular prisms)
- triangular prisms, spheres and cylinders
• cartons and containers of different shapes and sizes
• other construction materials like Lego
• balls of different sizes and other spherical objects that roll
• coloured shape blocks or paper cut-out shapes that include triangles, rectangles, squares and
circles
• geoboards
• examples of a circle, triangle, square and rectangle with labels for the wall
• number cards, shapes, posters and pictures of different 3-D objects and shapes
• play dough, plasticine or other modelling materials
• crayons, paper, string, a feely bag to hide different shapes in
• multilink cubes or similar materials that join together on each side
• full length mirror, small mirrors
• metre stick or straight rod, the length of an average learner’s height
• newsprint, crayons, paint, paintbrushes
• collection of objects and pictures that are both symmetrical and asymmetrical
• beads, threading string
• worksheets with half drawn objects that are symmetrical for learners to complete
• an arrow chart with a moving arrow
• bean bags
• any objects around the classroom or school environment that learners can easily move into
different positions
• songs and rhymes you can use to teach learners the vocabulary of position.
Additional resources needed for Additional resources needed for
Grade 2: Grade 3:
• pictures with different views • photographs, symmetrical artefacts
• worksheets with block models • samples of different kinds of maps
• grid paper • grid picture game boards and cards

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 Grade 1: Measurement
Grade 1:
Measurement
The learner will be able to use appropriate measuring units, instruments and formulae in a variety of
contexts.

Skills and knowledge

 he learner:
T
■■ Describes the time of day using vocabulary such as ‘early’, ‘late’, ‘morning’, ‘afternoon’ and ‘night’.
■■ Compares events in terms of the length of time they take (longer, shorter, faster, slower).
■■ Sequences events using language such as ‘yesterday’, ‘today’ and ‘tomorrow’.
■■ Places birthdays on a calendar.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided. (See Resources)

Suggested activities
1. Introducing time
Night and day
• P repare pictures relating to daytime and night time and ask learners to put
pictures under the sun or moon on a poster. Ask learners to explain the clues
that helped them to decide in which column to place each picture.
• Ask learners to think about things they do in the daytime and things they do in
the night time, and to draw pictures of their activities. They can add words to
their drawings if appropriate, and then add pictures to the chart.
• Use words such as morning, afternoon and evening in a variety of contexts.

The cycle of day and night is the most dramatic of all the natural cycles that
define time. To develop a sense of the cyclic nature of time, start with day and
night. Ask the children how day and night are different. Make a large display
of the activities that happen at night and the activities they do in the daytime.

Making time pictures

Have the learners make pictures of activities they do at different times of the day
- getting up, going to school, playtime, lunch, painting, outdoor games, going
home, supper, getting ready for bed. Let earners say if they occur in the morning or
afternoon, in the early morning or evening, etc.
Timelines
To develop a sense of the linear nature of time, have the learners make timelines
of events in their lives and guide them to sequence events that happened during a
given interval, e.g.
• things you did between 12 and 1 o’clock
• things you did this morning
• things you did yesterday

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 Grade 1: Measurement
The school day
Make a timeline or schedule of the regular events in the school day. For each event
show the clock time in words and numerals, the event in words, and a picture or symbol
representing the event.
Watching the sun
At different times on one school day observe the motion of the sun across the sky with
your class. Be sure they understand that looking at the sun is very damaging to their eyes
and they must never look directly at the sun.
Sun pictures
Have learners draw pictures of the sun rising, the sun high in the sky, and the sun
setting. Place these pictures in the correct sequence on the timeline.
Midday
Where is the sun at noon or midday? Go outside at noon and let the learners see that
the sun is high in the sky at noon, although it’s not exactly overhead.

In learning about time, as in learning anything, the new ideas must

connect to the experience and knowledge the child already has.
Sequencing activities should refer both to the learners’ own specific
experiences, and to events from stories you read or tell. The stronger
the emotional relationship to the events, the greater the potential for
learning. This is one of the reasons that reading and telling stories is a
powerful way to introduce concepts.

Using stories
In addition to using events from the child’s life, use the events that occur in stories you
read or tell them. Let the learners draw the events, sequence them and position them on
the timeline. Help them develop an understanding of words that describe the relative
position of events in time such as after, first, last, next, soon, late, later, early and earlier.

2. Timing activities
To help learners develop their intuition about how long a second, minute or hour is,
use timers for a variety of activities. For example, say: “I would like you to draw for ten
minutes. I’ll set the timer. When you hear the bell you’ll know that ten minutes is up.”
How long is a minute?
• “Put you heads down on the desk and close your eyes. From when I say start, raise
your hand when you think one minute has passed. If it’s too soon I’ll let you know.
Start now.”
• “How many letters of the alphabet can you write in one minute? Begin when I say
start, I’ll tell you when to stop. Start now.”
• “How many jumping jacks can you do in one minute? Work with a partner. One
will jump and the other will count. I’ll tell you when one minute is up.”
Let the learners think about other things they can do in a minute.
What time is it now?
From time to time, ask the learners what time they think it is and listen to their responses.
Tell them the actual time to the nearest quarter hour. Repeat this on different days and
observe how they develop a sense of time.

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 Grade 1: Measurement
Timing by counting
Let learners count together at a steady rate as a way to time activities. For
example, learners could take turns walking, running, skipping, dancing,
crawling, or hopping around the circle while the class times them by
counting in unison.
Timing activities
Ask learners to think of other ways to time activities to find out which takes
longer. For example, eating an apple compared to eating a sandwich; buttoning
a shirt compared to tying a shoe; walking to school or walking home.
• Ask learners to make lists of the tasks they must do each morning when
they get up and get ready for school. What are the tasks they must do at
night to get ready for bed? What takes a long time and what takes a short
time?
• Prepare pictures of actions that take a longer time and others that take a
shorter time.
Ask: “Which activity takes a longer time? A shorter time?” Have children
explain their thinking. Then ask children to volunteer their ideas of other
things they do each day, and whether they think it takes a long time or a
short time.

3. Yesterday, today and tomorrow

Use the words yesterday, today and tomorrow in a variety of contexts:
Time wheel
Use a wheel with the days of the week on it. Each day turn it so that the
current day aligns with Today, the next day aligns with Tomorrow and the
previous day aligns with yesterday. Ask challenging questions like: “If today
is Sunday, what was yesterday? ... tomorrow? ... two days ago?”
Weather chart
Use the weather chart to discuss what the weather was like yesterday, what
it is like today and what it might be like tomorrow.
Time pictures
Have learners draw pictures of something they did yesterday, something they are
doing today, and something they will do tomorrow.
Daily chores
Discuss the learners’ responsibilities for chores for yesterday, today and
tomorrow.
Using stories
 repare pictures of events from a story you’ve read or told, or from the learners’
P
experience, and show them, in no particular order, to the class. Ask: “Which
picture comes first? next? last?” As learners talk about the pictures, encourage
them to use sequencing vocabulary of time, such as first, next, last, yesterday,
today, and tomorrow.
Activity wheel
Discuss what happens in school on each day of the week. Make an activity
wheel with the classroom activities that happen each week on the same day.
Show the activity in words as well as in a picture or symbol. Have learners draw,
talk, and write about what they do on Saturday and Sunday.

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 Grade 1: Measurement
Growing beans
Plant beans and let learners observe the different stages of their
growth. Later, give them pictures of the different stages and let the
learners put them in the correct sequence.

4. Birthdays on the calendar

Use the classroom calendar to point to all the important events of life at school as
well as learners’ birthdays and other events that are important to them.

It is helpful to display not only the current month but also the next month and the
previous one so that learners can see the record of what had happened and what
is in the future.
• “How old are you now? How old will you be on your birthday?“
• “How many months until your birthday? How many weeks?“
• “What day of the week is your birthday this year?“
• “Which month has the most birthdays? Which has the least? Make a
birthday graph.“
• “Which learner was born first? Who was born last?“
Learners can make birthday cards for friends or family members.

5. Integration with other learning contexts

If you are satisfied that your learners have understood the previous concepts,
then you may want to use the following investigations as well. They give learners
the opportunity to observe and start to understand the sun, shadows and the
movement of the sun and the earth.
Sunrise and sunset
• Where does the sun rise? Where does it set? When you are outside with the
children point out to them where the sun came up that morning on the eastern
horizon and where it will set on the western horizon. Similarly, orient them
inside the classroom so they know where the sun rises and sets. Have them
ask for adult help at home to know where the sun rises at their house, and
where it sets.
• The rising point will move north and south of due east with the changing
seasons. You can observe the shift with the learners.
• If you can see the sun when you are assembled outside in the morning,
describe or ask the learners to describe its location. “It’s just to the left of the
tree”, “today it’s over the green roof”, and note how it moves during the year.
Observe shadows
Shadow play
Guide learners to investigate the sun’s motion by observing
shadows cast by the sun. Ask: “What makes a shadow? Do
different kinds of objects make different kinds of shadows?”

This activity is done outside and requires a clear sunny day. Let
learners begin by exploring their own shadows.
• Have the learners work in pairs. Give each pair two different
colours of chalk – say white and blue. They take turns to stand
still like statues while their partner traces around their shadow
with the first piece of chalk. They use the second piece of chalk to outline the
position of their partner’s feet. The “statues” can stand in any position they
like, so long as they hold still while their partner does the tracing. They must
take careful note of their standing positions so that they remember them when
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 Grade 1: Measurement
they come back. They must write their names in their
footprints.
After they have drawn the shadows ask: “Could you draw
your own shadow? What happens when you try? “
After an hour, have them go back to their positions, place
their feet in their footprint outlines and stand in the same
way. They take note of how their shadows have changed.
Ask them about both the position of the shadow and
about its length. How are the shadows different? Why
are the shadows different? Ask the learners if they are
12 o’clock sure they are standing in the same place and in the
same way. Have them predict where the shadow
2 o’clock will be in one or two hours. Each partner should
again draw the outline of the other’s shadow.
4 o’clock  easure at intervals of about 1 hour until the end
M
of the school day.
Shadow puppets
Have learners explore shadows inside the classroom. If you have access to a
projector or another strong source of light, use shadow puppets to illustrate some
of the stories you read to the learners. Let the learners invent stories using their
own ideas for shadow puppets.
The next activities also take place outside on a sunny day.
Shadow games
• Play games with their shadows, such as shadow tag, where the learner who is
‘it’ must try to step on the shadow of another learner who then becomes ‘it’.
Shadow experiments
• Have learners explore the shadows their hands can make. What happens
when they bring their hands closer to the ground, or move them farther
away? Can they make the shadow fall where they want it to?
• Have them put something on the ground – a pebble or a chalk mark, for
example, and try to make a circle around it with the shadows of their fingers.
• Have the learners work in pairs or small groups to explore the shadows made
by different curved objects. Try a hula-hoop, a ball, a plate, an umbrella,
an oval platter or a piece of card cut in an oval shape. Encourage them to
investigate how the shadow changes when they change the angle of the
object. Can they make an oval shadow from a round object? Can they make
a round shadow from the oval platter? Which different shapes can they make
from the umbrella?

More about the sun

The sun’s path through the sky

In Grade 1 the learners’ observations of the motion of the sun should be qualitative
only, and focused on the daily motion of the sun and not on its annual motion. It is
enough to observe that the sun’s path through the sky during the day changes during
the year. The common misconception that the sun always rises exactly due east and sets
exactly due west makes it difficult for learners to understand the reasons for seasons
when they encounter them in later grades.

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 Grade 1: Measurement
The sun and our shadows
Keeping in mind the position of the sun in relation the classroom, do
this demonstration. Use a small figure to represent a learner. You are
going to demonstrate how the figure’s shadow changes as the sun Path of the
moves across the sky. Show the path of the sun – trace an arc with sun

your finger – it rises near the east, climbs high in the sky, though not
quite directly overhead, then sets in the west. Darken the room as Figure
of learner
much as possible. Use a flashlight or a lamp to represent the sun,
and let the light source move along the sun’s daily path. Have the learners observe and describe
how the shadow of the “learner figure” changes. Be sure that they notice that the shadow
always points away from the light, and that it is long when the sun is low in the sky and short
when the sun is high in the sky. Ask them to compare the shadow of the figure with their own
shadows that they drew outside.
Where is the sun at night?
Where does the sun go at night and how does it get back to the
right place to rise again in the morning?
Inside the classroom, ask the learners for their ideas about where
the sun goes at night and how it gets back to the other side of
the sky in time for sunrise. Accept all answers.

Have all the learners form a circle, each facing outward. Darken the room as much as
possible, except for a lamp without a shade that you place at the centre of the circle. Ask the
learners if they can see the lamp. Why not? Have learners put their left hands over their hearts.
Their fingers point in the direction they are going to turn. Model for them how to spin without
turning their heads right or left, but rather turning their whole bodies slowly in the direction of
their fingers. When can they see the sun? When can they not see it?

Tell the learners the earth also spins. We have daytime when our part of the earth faces
towards the sun and we have night time when it is facing away from the sun. Demonstrate
the rotation of the earth with a round object such as a globe of the earth or and orange.
The sun and the earth
Tell the learners about astronauts who travel in space ships and go
far enough away from the earth so that they can get a good look at
it. Show them a picture of the earth taken from space. Ask what
they see. What part of the picture is cloud? What is ocean? What is
land? Where is Africa? Where is South Africa? Tell the learners the
earth is shaped like a ball, and a globe is a model of the earth. Show
them where they are on the globe and attach a small figure there
with Prestik. If you do not have a globe you can use any cylindrical
object such as an orange.Use a lamp to represent the sun. Darken the
classroom. Let the earth spin slowly on its axis and have the learners
say when the figure is in sunlight and when the figure is in darkness. When is it day where
we live, and when is it night?
Expanded opportunities
• Help learners observe when the figure is just passing out of shadow and into daylight. That
is dawn. Dusk is when it is passing from light into dark, noon is when the figure is lined
up with the sun, and midnight is when the figure is opposite the sun.
• Put a second figure at a different part of the world. Ask if anyone in the class has relatives
living far away. Observe how the times for day and night differ for the two figures.
• Ask the learners where the stars go in the daytime. Accept all answers. Put pictures of

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 Grade 1: Measurement
stars on the walls all around the classroom. Explain that there are stars in
the sky in the daytime, too. We just can’t see them because the sun is too
bright. Demonstrate this with a penlight. On a sunny day, darken the room
and shine the penlight onto a paper. Then take it outside in the sun and
show them that they can’t see it in the bright sunlight. Repeat the activity
with the learners in a circle and the sun in the centre of the circle. This
time help them see why the stars rise and set as the world rotates.

Skills and knowledge

 he learner:
T
■■ Estimates, measures, compares and orders three-dimensional objects using non-standard measures:
a) mass (e.g. bricks, sand bags);
b) capacity (e.g. spoons, cups);
c) length (e.g. hand spans, footsteps).

Suggested activities
1) Mass
Learners develop an intuition about mass by experimenting with pushing,
pulling, and lifting.
As learners go about their daily tasks, and in free and directed play,
When I
encourage them to hold, push, pull and lift objects, especially those push this box, it

that are clearly of different mass. Give them balls of different mass slides along.

and let learners compare how far they are able to throw them. If
there is something heavy that needs to be moved, ask for learners’ ideas
on how to divide a heavy load into several lighter loads, or how to use a
trolley or wheelbarrow or other aid to lighten the load.
Free play with an equal arm balance
Have learners work in small groups. Without directing the learners
too much, let them experiment with an equal arm balance and a
variety of objects and record their findings.
Ask:
• “If you look at these two objects,
which one do you think is heavier?“
• “Show me how you can find out which object is heavier?“ Equal arm balance

Big boxes
Show learners two large boxes of the same size and shape, one empty and the
other filled with heavy objects. Ask the learners how the boxes are the same
and how they are different. If the learners want to lift the boxes, explain that
they are too heavy to lift and ask them to think of other ways to find out about
their mass. Encourage them to push or pull the boxes and to compare the effort
it takes to push the full box compared to the empty box.
Whose bag has more mass?
Give each pair of learners two non-transparent bags and and ask them to put
objects of different masses into them. Have them exchange the bags with
another pair, and ask each pair to decide which bag is heavier.

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 Grade 1: Measurement
Ask:
• “Could you tell which bag was heavier by just looking at them?“
• “Could you tell which bag was heavier by just lifting them?“
• “What did you use to help you work out which bag is heavier?“
What’s in the box?
Learners work in pairs. Give each pair a set of objects – for example a tennis
ball, a rock and a ping pong ball – and a box with a lid. At first both learners see
the set of objects. Then, without the other learner seeing, one learner chooses
an object, puts it in the box, closes it and hides the remaining set of objects so
the other learner can’t see which object is missing. The second learner must find
a way to work out which object is in the box, without opening the lid. She must
explain her method and her reasoning.

Light as a feather
Choose pairs of objects of about the same size but of very different masses. Ask
a learner to lift the two and to say which is lighter, which is heavier, and why
they say so. Have each learner draw their pair of objects and attach them to a
class chart with 2 columns respectively labelled heavier and lighter.
A balanced child
Have a learner stand with his or her arms outstretched like an equal arm balance.
Hold an object in each of your hands and ask learners to predict and demonstrate
what will happen to their arms if the objects were placed in their hands. Put the
objects in each of the learner’s hands to test his or her prediction. Let the learners
record their findings by drawing and labelling a picture.
Sorting
Give learners a set of objects. Select one object and have learners sort
the others into those that are heavier and those that are lighter than the
one chosen. Start with objects that are very different in mass. As learners
develop their ability to determine mass, give them sets of objects with less
obvious variations.
Blindfold Anna, which I think my
Have learners work in pairs, taking turns to wear a is heavier? right hand.
blindfold. One learner places an object or container
in each hand of the blindfolded student and asks which
is heavier. They then check to see if the idea was right and
record their results. They can check using a balance or ask
the teacher to check the labels.
What does heavy and light look like?
Have learners pick up two objects. They decide decide which is heavier. Then they
predict which side of a balance scale will drop and which will rise. Have learners
draw pictures of their results showing the objects on each side and the tilt of the
balance arm.
Is your bag heavier?
Learners work in groups. Each group has a collection of different objects. Choose a
number and have all the groups put that number of objects in the bag with the goal of
producing the heaviest bag. Choose a panel of judges to decide, by picking up, which
bag is the heaviest. Congratulate the winning group. Choose another number and have
them repeat the activity several times.

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 Grade 1: Measurement
Ask:
• “How did you choose which objects to put into your bag?“
• “How can you change the mass of your bag?“
• “Does the size of the object you chose change the mass of the bag?“
• “How did you test to see whose bag was heavier?“

Repeat the activity with the goal of producing the lightest bag for a given
number of objects.

2) Capacity
Learners develop an understanding of volume
and capacity doing daily activities as well as
through free and directed play. Experiences
which help to develop their intuition about
1l
capacity include: 5l
• packing away materials
• filling a variety of containers using handfuls, 0.5l
cups, sieves, spoons and scoops
• filling containers with materials such as
sand, water, gravel or pasta
• filling containers to the brim
• filling one container and pouring the contents into another
• filling boxes with smaller objects such as cubes
• packing and unpacking toys.
Sand moulds
Have the learners make sand moulds using containers like buckets or yoghurt
cups as moulds. Learners explore making sand castles using damp, wet or
dry sand. Then they compare their sand castles to the original mould and to
the sand castles made from the same mould by other learners. They must say empty
which mould they think their peers used to make each castle.
full
Full or empty half-full
Give each group of learners a set of labels for ‘full’, ‘empty’ and ‘half-full’
and a variety of containers and substances (water, sand, beans, marbles,
small blocks). Learners fill some containers, partially fill others, and leave
some empty, and then put the appropriate label on each container.
Learners record the activity using drawings and words.
Pouring and packing
Give each group of learners a collection of different sized containers.
Have one learner select one of the containers and fill it with material
such as pasta or blocks. Ask the other learners to find containers that hold
more or less than the chosen container. Each learner checks his or her
prediction by pouring the pasta or the blocks from the first container into
the selected container. Learners record their results.
Use questions like:
• “How can you tell if the second container holds more or less than the
first container?“
• “How did you predict whether the second container would hold more
or less than the first container?”
• “Would you get different results if you used a different “filler”?

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 Grade 1: Measurement
Holds more, holds less
Give learners a collection of containers. Choose one and ask the learner
to find out which containers have a larger or smaller capacity than the one
you chose. Learners can predict and check by filling containers with sand
or beans from one container to another. They should record their results
by drawing a picture of the target container in the centre of the page, and
making pictures of the containers that hold less on one side and
those that hold more on the other.
Who has the greater capacity?
Give each pair of learners a bucket of beans and two identical
clear containers. They will investigate who can hold the most
beans in their two hands (cupped together). Each learner places the beans
into one of the clear containers and compares the containers to determine
who can hold the most beans in their hands.
Towers
Have learners work in groups to build a tower. Give two groups an identical
set of materials to build with and ask them to build a tower using all the
blocks. The materials can be all of one type or can include a variety of
shapes and sizes, but each group must get the same set of materials. Have
the two groups compare their two towers.
Ask:
• “Who made the tallest tower?“
• “Who made the widest tower?“
• “Which tower takes up the most space?“
• “How can we check this?“
• “Is there an easier way to check?“
• “Why are the towers different?“
Allow students plenty of time to look for strategies to decide which tower
takes up more space, or whether the towers take up the same space.
Containers with the same capacity
Have the learners select two containers that they think have the same
capacity from a large collection of containers. They must then test their
prediction by filling one container with water, sand, grain, beads,
marbles or other appropriate material, and transferring the contents
to the other container. Have the learners give a demonstration to other
learners, explaining how they compared their two containers using
appropriate vocabulary like: more and less, full and empty.
Ask:
• “How do you know when a container is full?“
• “What does it mean when all of the water from one container does not fit
into another container?“
• “Are marbles good for measuring? Why or why not?“
Packing
Give the learners a certain quantity of small objects
like cubes, blocks, marbles or buttons and ask them to predict
whether or not that quantity will fill a box. Then have the
learners select a quantity they think will fill the box, and
test their prediction by checking.

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 Grade 1: Measurement
Ask:
• “How will you know how many blocks you used?“
• “Can you draw how you work this out?“
Stacking
Ask the learners to build a wall from available materials such as blocks, cans,
or boxes. Ask them to explain why they chose the materials they chose. Then
have them build a different wall.
Ask:
• “How did you create your wall?“
• “Are there other ways of stacking the objects you used?“
• “Which object was the easiest to stack?“
• “Which wall is the biggest? How do you know?“

3) Length
Comparing objects
Each group needs a collection of common classroom objects
to compare, such as crayons, space cases, straws, chalk, scissors, etc.
Select an object that the learners will use to compare the other objects
to - a glue stick, for example. The learners will fold a sheet of paper in
half to make two sections, then open the paper and trace the glue stick in the
middle of the paper. Learners must then find six objects that are shorter than
the glue stick and six objects that are longer.
Ordering objects
Ask the learners to put the six objects in their shorter group in order from
the shortest to the longest. Observe to see how they go about the task. Ask
guiding questions like, “How do you think you can find out which one is
longer?” and “How do you know that the chalk is shorter than
the scissors?”

Then let the learners put the six objects in their longer group in
order from shortest to longest.
Does it fit?
Choose an object like a shoe box and have each learner look
for three things that are shorter than the length of the shoebox.
In order to develop their estimation skills, they should try to select
their objects without directly comparing them to the shoebox. However,
after they have chosen something, do allow them to check, if they need to,
to see if it fits in the box.
Ordering and graphing
Give the learners lengths of cash register tape or thin strips of paper to use to
represent the length of each object. Show them how to lay an object on the
strip and mark the two ends of the object. Then they carefully fold the strip
along the mark and cut a piece of the strip the same length as their object.
They should indicate which object the piece corresponds to by labelling it
with a picture, word, or symbol. They should then measure their other two
objects with the strip, cut pieces to length, and label them. Finally, they will
put their three rectangles, representing the lengths of their three objects, in
order, from shortest to longest and glue them to a background to make a
graph.

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 Grade 1: Measurement
A handprint tape measure
Have learners make a handprint tape measure. On construction paper, let
them trace and cut out multiple copies of their hand, placed flat with fingers
together. Then they carefully place the hands in a row, without gaps or
overlapping. Many learners will need help to do this. Then they attach their
handprints to a length of sellotape to make a tape measure. Allow them to
explore the classroom and the yard with their tape measure. Ask, “What can
you find that is one hand print big? Two? How many hands tall are you?”
Then have each learner measure his or her desk. Ask, “How many hands long
is it? Did everyone get the same answer? If not, why not?”
Are you a square?
Have children work in pairs to find each other’s height with
a length of string. Then have them cut another string (use a different
colour string) equal to the length from fingertips to fingertips (their
reach). Which is greater, their height or their reach, or are they about
the same? Make a chart showing who is a tall rectangle (height greater
square
than reach), who is a wide rectangle (their reach is greater than their
height), and who is a square (height and reach are about the same).
Measuring teams
Invite learners to search the playground together as ‘measuring
teams’, using their pieces of string to measure the size of other
objects. Can they find something on the playground that is bigger than
they are? Smaller? The same size? Then, ask partners to show the group the
different-sized objects they found.
Are you six feet tall?
Have each child trace a foot on a sheet of construction paper and cut out the
tracing. Then suggest that children use the cut-outs to measure objects in the
room. Which objects are a foot long? Can they build something that is about
a foot high? How many feet tall are they? Have them make more cut-outs
of their own foot until they have enough to equal the length of string that
measures their height (their height will be equal to about six of their feet).
How many feet tall are they? Check whether they are measuring by putting
their feet cut-outs together, without gaps or overlap. If not, guide them and
give them a variety of measurement opportunities until you see that they
understand ‘no gaps and no overlap’ when they measure in a new situation.

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 Grade 1: Measurement
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.
Time:
early late day night morning afternoon
evening before after beginning end clock
watch face hand later earlier sunrise
sunset shadow o’clock clockwise anti-clockwise half past
quarter past quarter to minutes past minutes to fast slow
today tomorrow yesterday names of days of the week and months of the year.
Mass:
heavy light heavier lighter heaviest lightest
heavier than lighter than more/less same as has greater mass has less mass.
a light object has less mass
a heavy object has more mass
Capacity:
full empty holds more than holds less than half full
the same as least most cups buckets
jugs glasses estimate container.
Length:
longer shorter taller higher as long as as short as
estimate high low shallow hand span foot
pace centimeter metre millimetre.

Resources
clock faces without numbers
spinners
special dice
grid paper a scale or balance
scissors objects for casting shadows
sellotape torch
aluminum foil table
water lamp
sand pictures relating to time of day
containers of various sizes pictures relating to holidays of different cultures
beans to plant picture of the earth from space
plastic or cardboard shapes constellation maps and star finders
tangrams information on Islamic, Hindu, Jewish, Chinese
string calendars
rulers holiday dates, timetables, newspapers,
blocks or other material to stack and build with information on the times of historical events,
boxes times from local or school sports.
bags
feathers
rocks

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Grade 1: Measurement

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 Grade 1: Data handling
Grade 1:
Data handling
The learner will be able to collect, summarise, display and critically analyse data in order to draw
conclusions and make predictions, and to interpret and determine chance variation.

Skills and knowledge

The learner:
■■ Collects everyday objects (alone and/or as a member of a group or team) in the classroom and
school environment according to given criteria or categories.
■■ Sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into
colours’).
■■ Gives reasons for collections being grouped in particular ways.
■■ Draws a picture as a record of collected objects.
■■ Constructs pictographs where stickers or stamps represent individual elements in a collection of
objects.
■■ Describes own collections of objects, explains how they were sorted, and answers questions about
them.

The data handling process

Data handling involves a progression from the concrete, to the pictorial, to the abstract.
We know that learners need a lot of experience counting real things, and then connecting the 5 real
things to 5 pictures or 5 dots, before the abstract representations of ‘5’ or ‘five’ have meaning for
them. In the same way, they also need a lot of work with concrete graphs before moving on to more
abstract representations. There are big conceptual leaps from concrete, to pictorial, to abstract.
Learners should engage in collecting, sorting, representing and analysing data every day. They need
experience with objects like geometric shapes which have well defined attributes such as shape, size
and colour. They also need experience collecting things that interest them and choosing their own
criteria for sorting, which may be more subjective. In all these cases their process of exploration is
what is important.
Grade 1 learners also need a lot of experience with concrete objects, sorting the concrete objects into
groups and displaying them.
Later they will arrange the concrete objects in horizontal and vertical rows, to make a concrete graph.
When they do this they are developing the foundation for understanding pictographs, and the bar
graphs they will encounter later.
Graphs made from pictures (pictographs) are the next stage. Continue to work with sorting concrete
objects, even after you introduce pictographs, to help learners connect the real objects with graphs.
Learners need a lot of guided experience to help them connect concrete objects, and later, the ticks
and symbols they use to represent these objects, to the blocks in their graphs.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

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 Grade 1: Data handling
Suggested activities
Collecting and sorting activities
Examples of objects that learners can collect
counters litter boxes
shapes stones sticks
building blocks beads buttons
pencils marbles bottle tops
lunch boxes fruit, vegetables sweet papers
pictures of animals money (coins + notes) shells
shoes balls stamps
leaves (e.g. autumn toys books
leaves) blocks

Suggestions for criteria to sort objects

Size: big/small, tall/short, long/short, fat/thin, thick/thin
Mass/weight/capacity: heavy/light, more/less
Age: old/new, old/young
Colour: primary/secondary colours
Shape: triangle, circle, rectangle, cone, can roll or cannot roll
Texture: rough/smooth, soft/hard
Number: range 0 – 34, multiples of 10 from 0 - 100
Speed: objects that move and can’t move, fast/slow (animals, transport)
Material: What it is made of, e.g. plastic, leather, glass, paper, wood, steel
Free sorting
If you do not have sets of shapes such at these, use coloured paper or
cardboard to make shape sets for your learners.

First allow learners time for free exploration of the shapes. Then ask
them to sort the shapes, in any way they like. Some children
may have sorted them spontaneously during free exploration.
This activity should be repeated a number of times with the
same materials. Sometimes have the learners work in groups,
other times let them work independently. When you
observe that a learner or group has sorted according
to size, help
the learner fix the shapes onto card or paper so you
can show the whole class what the
arrangement looks like. Ask the learner to explain to
the class the “rules” s/he used to sort the shapes.

Do the same when a learner or group sorts according to colour, and

according to shape.

Also give learners many opportunities to freely sort

collections of different kinds of objects.

Round objects Objects with

straight sides

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 Grade 1: Data handling
Sorting according to a rule you give
Once the learners have enough experience sorting
according to their own criteria, give them a sorting rule.
Ask them, for example, to put all the squares together, all
the triangles together, and all the circles together. Sorting by shape

When they have had enough time to complete the task,

give them string to put around each group.

Repeat these steps with many other collections of objects.

Sorting by colour
Sort things on their desks, sort things on the floor, sort
things outside, sort things on the board. Letting learners choose their own
rule for sorting and asking them to sort according to a rule you choose are
separate processes. Both are equally important. Alternate between giving
them a rule and letting them choose the rule.
Guessing the rule
Let the learners choose secret sorting criteria, and have the whole class
(including the teacher) try to guess their rule. Let learners work in pairs, one
sorting according to his/her own secret rule, the partner guessing how he/she
sorted. Then they change roles.

Making graphs
Concrete graphs
After learners have sorted many different kinds of objects, using both
their own criteria and criteria you give them, you can introduce
concrete graphs.

Choose a set of objects with clear attributes, like the set of shapes, for
example. Let the learners work in pairs. Ask them to sort their objects
according to a criterion you give - for example, ask them to sort by
colour. Let them circle each group with string.

When all the learners have their sets sorted, ask them to make a
concrete graph by putting each group in a line.
Learners’ favourite fruit

Provide additional concrete graphing experiences with other

collections of objects, sometimes sorting according to criteria you
choose, and at other times having the learners choose the criteria.
Pictographs
After your learners have worked with concrete graphs in many different
contexts, you can ask them to make a record of a concrete graph by
drawing a picture of each element in a box.
fruit
We use blocks of equal size in a pictograph to see the quantity
represented by the height of the vertical column, or the length of the
horizontal row. Using blocks is a way of giving the same weight to each
item.

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 Grade 1: Data handling
Data handling in mathematics activities
Activities with the calendar, time and weather offer many opportunities
to practice reading and creating graphs and tables.
Patterns of time
Tables are often useful for working out repeating and growing patterns and
for making predictions according to the patterns. Learners encounter very
important repeating patterns in the cycles of the clock, the day, the week, the
month and the year. In data handling, we need to identify and use patterns to
help us sort and organise data. Here are some activities that use patterns in
time:
Time of day
Make cards for activities that happen at different times of the day – going to
bed, eating meals, brushing teeth, going to school, studying in class, playing,
classroom chores, going home, etc. Let the learners sequence the activity cards
according to time.
Days of the week
How is Monday different from Thursday? Help learners to understand the cycle
of the week by mentioning any activities that occur regularly at school on
particular days of the week. Have the learners work in groups and make posters
showing their activities on each day of the week. Display them in a circle, to
reflect the fact that the week is a cycle.

The month and the moon

During the first term, point out the moon each day if it is visible during school
hours. Point out the moon in the daytime sky and help learners notice how it
changes. During the second term, make cards with the phases of the moon
on them. Have learners observe the moon every day. When it is visible during
school hours, look at it in the sky together and decide what symbol to put on
the calendar. In the third term, remind them to look at the moon in the evening.
During class the next day decide together which symbol to put on the calendar.

New Moon First Quarter Full Moon Third Quarter New Moon

Holidays
Seasons and cycles of the year
At the beginning of the year talk about the weather each day. Connect the
vocabulary with their sense experience by describing the weather as hot or
cold, warm or cool, as they experience it.

After you have introduced the idea of the seasons, bring to class a lot of
different objects that the children might use in different seasons – a swim suit,
a warm coat, seasonal sports items, holiday decorations, etc. Have a Winter
labelled box for each season. Let the learners come up one by one
and choose an item to put in the box for the appropriate season.
Make sets of cards with pictures of items or activities relating to each
season. Let learners work in groups or pairs to sort the cards according to
Summer
season. They can make posters for each season by attaching the cards to paper
with prestik.
page 95
 Grade 1: Data handling
Weather chart for April
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 Weather graph for 1 week
(Pictograph)

Later in the year make cards with symbols to represent the weather. Each day
discuss the weather. Have a different pair of learners decide which weather
symbols to put on the calendar. At the end of a month, ask the learners to
find out how many days had each type of weather.

Birthdays
Ask the learners to think about how it would be possible to
find out who has a birthday in the same month as they do. Let Young le
arn
them discuss their ideas in their groups. Then ask them to stand concrete ers need to move
graphs w , and the
ith their y enjoy m
bodies. aking
with the others who share their birthday month. Don’t tell Data han
dling in th
them how to do this, let them figure it out. There will be a few patience e early ye
on ars
time to fi the part of the te requires some
gure thin acher. G
minutes of chaos, but they can do it. You can do this outside apparent gs out fo
r themse
ive the le
ch
instructio aos is healthy. Do lves. A li arners
if you prefer. answer is
ns. As so
on
n ’t jump in ttle
too soon
or how to as the teacher sa w
figure it o fi ys what th ith
ut for the nd it the learners e
mselves. stop tryin
Once all the learners are in groups with the others g to
whose birthday month they share, lead a discussion
about what they notice,
e.g. “August has the most birthdays.” Birthdays in our class
“There is only one birthday in February.”
J
J
Then have the learners make a concrete birthday graph J
J
J
J
J
J
by forming rows or columns by month. J J J J J
J J J J J
J J J J J J
Have each learner make a card with his or her name. J J J J J J J J
J J J J J J J J
You may want to let them decorate the cards. Then Jan Feb March April May June July Aug Sept Oct Nov Dec

make a birthday pictograph by having each child place

his or her name card in the row or column for the month they were born.

Lost teeth
Each time a learner loses a tooth, cut out a picture of a tooth, have the
learner write his or her name on the cut-out, and add it to the lost teeth
pictograph.

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

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 Grade 1: Data handling
Our bodies
Have learners work in pairs to make life-sized posters of their bodies. One
child lies down on a piece of craft paper and the other traces around his
body. They can measure their height and other dimensions in non-standard
units like new crayons. When you are teaching about the body they
can use their life-size profile to display the functions of the parts of the
body. Let the children see themselves in a mirror. Have them draw a
picture of their face. Be sure they draw the ears, eyes, nose and mouth.
They can attach the face drawing to their life size posters.

Have the learners work in groups to find out how many noses there
are in their group. (There could be some question about whether a
person has one or two – since each person has 2 nostrils. Clarify that
each person has only one nose.) Then ask them to fill in a chart with the
number of noses, eyes, mouths, ears and hands in the group. Observe
the different methods they use for finding the number.

When you teach about the five senses, have each learner think about
something he likes to hear, see, smell, taste or touch. Make a class poster for 8 8
each sense with the list of learners’ favourite things. 8 8
8 8
8 8 8
8 8 8
In order to support the learners in their own mathematical thinking, and 8 8 8
to understand what they are thinking, it is important to listen carefully, eyes mouth ears
without assumptions about what is ‘obvious’ or ‘simple’. The simplest Key: 8 = 1 body part
mathematical idea is wonderfully complex when viewed through the
eyes of a child who is encountering it for the first time. Let the learners
wrestle with their efforts to understand. Too often we cut short their
thinking by coming in too soon with the correct adult answer.

Combinations and chance

In the early years we do not talk about chance and probability in abstract
terms, but learners should have many experiences with games involving
dice, spinners, coin tosses and activities where they count the possible
combinations. These experiences help to build the foundation for an
understanding of probability when they encounter it in the later years.

Money
Give learners sets of play money of different denominations. Where
necessary, substitute notes and coins from you local currency. Ask them to
find all the different ways they could make R2 if in each case they used only
one kind of coin, e.g. 2 one rand coins; 4 fifty cent pieces. Throughout the
year when you are doing activities with money, ask the learners to find all
the different ways of making a particular amount. Support them by asking a
variety of probing questions, like:

“Suppose you have three coins – one, two or three 5 cents, 10 cents, and 20
cents. Find all the amounts you could make using coins, e.g. you can make
5c, 10c, 15c, 20c, 25c, 30c or 35c with these coins.” When they have done 5c 10c 20c
a few problems with 3 coins, give them examples with 4 coins.

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 Grade 1: Data handling
Odd and even
Learners work in pairs.
You will need: Cards with dots like the faces of the dice,
either prepared ahead or made by the learners.

1. One player chooses odd and the other chooses even.

2. They take turns throwing the die.
3. They put the card for the number thrown on the column graph.
The player who chose “odd” can only put out a card when the
die lands on an odd number pattern. The other player can only
put out even dot patterns in the even column.
4. The player whose cards fill up the column first is the winner.
5. They switch roles and play another round.

This game helps reinforce the learners’ understanding of odd and

even, as well as giving them practice with column graphs.

More or less
On another day, have learners play a similar game, but instead Odd Even
of odd and even make columns for “Less than 3” and “3 or more”. Less 3 or
Again, the one who fills the column first wins. than 3 more

Summary of the types of graphs used in Grade 1

1. Sorting circles (Venn diagrams)
When children begin to sort objects, show them how they can indicate their
groups clearly by creating a line around them with crayon or with string.
Later they can learn how to draw pictures of the objects in groups, and
circle the objects that belong together. Although the learners sort groups of
objects with many attributes, in the early grades the learners sort on only one
attribute at a time, and the sets do not overlap (intersect).

First we sorted the shapes

by size. We put the big ones We put blue shapes
together in one group and the small in one group and red shapes
ones in another. The middle sized in a group and yellow shapes
shapes made a third group. in a group. We sorted the
shapes by colour.
blue red yellow

2. Concrete object graph

A concrete object graph involves categories and
counts of the number of people or things in a category apples
(frequency). Actual people or things are placed on
the floor, desk or paper to display the categories and grapes
counts. The layout of the graph can be in any direction.
The layout here is horizontal. oranges
3. Pictograph or pictorial graph
A pictograph or pictorial graph involves categories and
counts of the number of people or things in a category apples
(frequency). Drawings or other pictures are used to display
grapes
the counts in each category. The layout of the graph can be
horizontal or vertical. The layout here is horizontal. oranges

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 Grade 1: Data handling
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• collect, sort, classify, arrange, compare, order
• graph, pictograph

Grade 2 - add the following to the Grade 1 vocabulary:

• tally, list, diagram, Carroll diagram, symbol, table

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• column, row, bar graph, scale.

Resources
Grade 1:
• things that learners can collect and sort
• daily programme, birthday graph
• measuring tools such as arms, feet, hand spans, bottles, buckets, spoons, balances (scales)
• sorting circles (Venn diagrams), concrete graph, pictograph, number line.
Additional resources for Grade 2 and 3:
• clocks, calendars with important dates, weather chart
• extra measuring tools for distance around a shape and for area such as string and tiles
• tally sheets, Carroll diagram, lists, tables, bar graph.

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 Grade 2: Numbers, operations and relationships
Grade 2:
Numbers, operations and relationships
The learner will be able to recognise, describe and represent numbers and their relationships, and to
count, estimate, calculate and check with competence and confidence in solving problems.

Skills and knowledge

The learner:
■■ Counts to at least 100 everyday objects reliably.
■■ Counts forwards and backwards in:
a) ones from any number between 0 and 200;
b) tens from any multiple of 10 between 0 and 200.
■■ Knows and reads number symbols from 1 to at least 200 and writes numbers from 1 to at least
100.
■■ Orders, describes and compares the following numbers:
a) whole numbers to at least 2-digit numbers.
■■ Recognises the place value of digits in whole numbers to at least 2-digit numbers.
■■ Uses the following techniques:
a) building up and breaking down numbers;
c) using concrete apparatus;
d) number lines.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
In order to help learners develop a good understanding of our counting system,
integrate counting activities with sequencing (ordering), comparing, naming
and describing, grouping, number patterning and place value work. Remember
to introduce activities that progress from the concrete, to the pictorial, to the
abstract.

Counting concrete objects: building number

sense
Give learners many opportunities to build knowledge of the ‘how muchness’
(numerosity) of each number, by counting different objects in and around
their classroom. Depending on their previous experiences with concrete
counting, different learners will be able to count correctly to different
amounts. So it is best to allow them to count as many objects as they can,
rather than deciding beforehand on a fixed amount for the whole group each
day. Start with amounts that learners understand and gradually challenge
them with bigger amounts up to at least 100.

Ask guiding questions to help you assess whether all your learners have
developed the following important concepts and skills:
1. Estimate and attach the correct number names to
groups of objects
 heck that your learners can link the number words with the objects as
C
they count. We call this establishing one-to-one correspondence between
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 Grade 2: Numbers, operations and relationships
the objects and their number names. They must understand that, to count
correctly, they cannot simply ‘sing’ the number names in sequence as they point
randomly to objects. They must know that the answer to the question, “How
many are there?” is the last number name they say as they count and say one
number name in sequence for each object in the group once and once only.

Check that learners have developed a sense of the size of numbers up to 34 by

letting them estimate the number of actual objects in a group of objects or in
drawings of groups of objects. Let them then check their estimates by counting.
Ask them to try to find quick and easy ways to count each group of objects.

Ask questions like:

“What quick way did you find to count this group of objects?”
“Did you estimate more than there are? How many more? Did you
over‑estimate? By how many?”
“Did you estimate less than there are? How many less? Did you under‑estimate.
By how many?”

If you find that some of your learners cannot yet use one-to-one correspondence
to count accurately for the numbers in the Grade 1 range, let them work
through the various counting, sequencing and number
naming activities listed for Grade 1.

To help learners practise and extend their skills, let them

work more abstractly to count objects in drawings that
have been grouped in ways that will encourage counting
in different multiples.
How many mouths do these children have altogether? How
many eyes? …ears?… fingers? … toes? … fingers plus toes?
I want to buy five sweets for each of these children. How
many sweets must I buy altogether?

Five more
children join the group.
How many more sweets must
I buy? How many is that
altogether?

Check that your learners understand that even if we rearrange the objects in
the group so that they look different, the total remains the same. We call this
conserving number. Let learners compare groups that are arranged in different
ways. Ask them to tell you what is the same about the groups and what is
different.

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 Grade 2: Numbers, operations and relationships
2. Organising numbers
L earners need to learn to organise objects for quick, accurate counting and
checking. As learners count bigger and bigger groups of objects, it becomes
increasingly important that you encourage them to find their own quick ways
to organise their objects and that they can explain what they did. Adapt and
extend the Grade 1 counting activities, games and resources to include the
required Grade 2 number range in this type of activity. For example:

Estimate and count

One learner puts out a large handful of objects (e.g. beans, stones, counters)
on the table. Each group member writes down his/her estimate of the number
of objects. As quickly and accurately as possible, the group counts and checks
the actual number of objects. The group winner is the learner who makes the
closest estimate. Encourage groups to find ways to group their objects for quick,
accurate counting and checking. Play the game with bigger and bigger amounts
up to 100.
We made groups of 5. It’s easy We grouped in 10s…
I notice these to count and check… 5, 10, 15, 20, 25, 30, 35, 40, 10, 20, 30, 40, 50, 60,
two groups counted very quickly. 45, 50, 55, 60, 65 … add the 2 extra ones…that’s 67 and these 7 …that’s 67
How did you manage that? How altogether. altogether.
do you know that you counted
accurately?

3. Comparing groups
Learners need to understand how to compare groups of objects and develop
the appropriate vocabulary of comparison. Check that your learners have
developed and can use words to describe comparisons in many different
concrete situations e.g. more, less, fewer, as much as, a little, a lot, same,
different, equal, about, nearly – or equivalents in home languages. For
example, learners:
• Compare different aspects of themselves, e.g. “Who is the tallest? Who
weighs more? Who is oldest?”
• Trace outlines of each other’s bodies as they lie on large pieces of paper,
cut the outlines out and order them from biggest to smallest;
• Compare objects, e.g. “Which container holds the most? Which weighs
more?”
• Compare groups, e.g. ask one learner to find enough friends to make a
group of five, another learner to form a group of three, another to form
a group of four. Let the groups stand in rows. Learners must compare
the rows and then order them in ascending (smallest to biggest) and
descending (biggest to smallest) order. Ask questions like: “What is
different about the row with three and the row of four? Which row has
one less than the row with five? And two less?”.
Vary the game by asking learners: “Form a group of one. Now form a
group that has one more. How many in the new group?… one more…
etc.” or “Form a group of five… now form another group that has one (or
two) less” etc.

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 Grade 2: Numbers, operations and relationships
Later you can extend the game by letting the learners use counters, e.g.
“Put out three counters. Now put out one more. How many are there
now? Put down five counters. Take away one. How many are there now?”

• As learners start to work with bigger numbers in the Grade 2 range,
let them work concretely to build ordered groups of objects for these
numbers. This will help them to see how the numbers continue to grow
by one each time in our counting sequence. They can use their number
cards to label their number sequences.

3 4 3 5 3 6 3 7

• As learners work on different activities, check that they develop the
vocabulary of ordinal numbers by asking questions like: “How many
counters must you put under your first number card?… under the second
number card? … under the third number card?”

Help learners extend their knowledge of ordinal numbers to include

numbers in the Grade 2 number range through tasks like. “Look at the
calendar. We are going on an outing on the fortieth day of the year. On See Resources, p360 - 362,
what date will our outing be?” for examples you can copy
4. Patterns in our number system for your learners.
Learners need to understand the patterns in the way we sequence and name
numbers. Number boards and number charts are useful aids to
help learners build links between numerosity and the sequencing forty-one …
patterns in our number system. If your learners have not previously forty-two
worked with number boards, use and extend some of the counting
forwards and backwards activities suggested for Grade 1. For example:
• On number boards, let learners put counters out one by one starting from
one, as they count forwards, and taking counters off one by one as they
count backwards. As your learners uncover the counting patterns
and develop confidence, let them work with bigger and bigger forty-two …
forty-one
numbers. This will help them develop a sense of the actual size
of the numbers up to 100 and also help them see that there is
a difference of one between the adjacent (next to each other) numbers
in the counting sequence (one more going forwards and one less going
backwards).
• Later change the activity in different ways. For example:

Put 34 counters on your

board. How many more counters
do you think you must put out to
get to 40? Check your estimate by
putting out and counting counters Put out 40 counters.
till you get to 40. Estimate and check. What must you
do so that you have only 35 counters
on your board? Which numbers come
between 35 and 40? Which number
comes before 34?… after 40?

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 Grade 2: Numbers, operations and relationships
• Gradually introduce activities
Put your counter on 85.
where learners must work Put a counter on 95 on You are going to move 3 back (or
more abstractly to your board. You are going to move five forward). Where do you think you
imagine what will forward (or back) on your board. Where will you land?… Check that you are
will you land? … Check that you are right.
happen. For example: correct - jump your counter five forward
(or back) on your board.

If you find that some of your learners have difficulty in finding and
checking the positions for the numbers, let their peers demonstrate and
Find where 55
explain their solution methods and ideas. goes.
Learners can then work in pairs to challenge each other to predict where
they will land as they move forwards or backwards by different amounts
from various positions on their boards.

• Play similar games to those above but with blank boards. Learners must
find ways to use their counting patterns and the relationships between the
numbers to work out the positions of the numbers.

This is what I did.

I wrote 1 in the starting corner. I did it another way.
I counted to 5 on the top row… I counted to 10 on the top row.
1, 2, 3, 4, 5. Then I counted down the rows I reached the end of the row. Then I
in 10s from there… 5, 15, 25, counted down in 10s…10, 20, 30, 40,
35, 45, 55 must be here. 50. I counted onto the next row…51,
52, 53, 54, 55. I agree … 55
must be there.

• Once learners can find the positions Did anybody

of numbers up to 100 on the blank do it a different
way?
100-board, introduce a 101 to 200 board.
Ask questions that help learners to see
how they can generalise their knowledge of
the counting patterns for numbers up to 200. It is particularly important
to help learners understand that the number after 100 is one hundred
and one (and not two hundred, as many learners, who have not
had sufficient practical counting and patterning experience,
believe). If you find that none of your learners can work this
out, work slowly and systematically to help them use their
patterning skills to recognise and read the symbols for
all the numbers up to at least 200. How many counters
• Then introduce a blank board to represent the must we add to 100 to get to
this number? … Yes, Thandi you
position of the numbers from 101 to 200. Ask are correct, we add one more
questions and let learners investigate how they can counter.
use their counting patterns to find numbers from 101 So what do you think we
to 201. call this number? … What do you think
we call the next number? … and the
next?… Let’s point to and count all the
• Check that your learners have uncovered and can use the numbers from 101 to the end
of the board.
patterns for counting in multiples of ten up to 100 . Let them count the
number of toes of 10 children and later let them fill in missing numbers in
sequences of multiples of 10 going forwards and backwards:
40; 50; ___; ___; ___; 90; 100.
___; 90; 80; ___; ___; 50; 40; ___; ___; 10; ___.

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 Grade 2: Numbers, operations and relationships
• Let learners then use their
number boards to discover I counted on in tens
from 100. All my numbers still end in
that, when they count zero and they go up in tens, but with the
in tens beyond 100, the hundred in front. So it’s 110, 120, 130, 140,
150, 160, 170, 180, 190, 200. It’s just like
patterns for the numbers in adding ten more each time!
the 10s place and in the 1s
place repeat themselves.

As learners work, ask questions like:

“How many numbers do you miss out each time you count
on another ten?” “You count backwards in tens from 200. Do you think
you will need to cover 135 with a counter? Why do you say so?” “How
about 150? Why do you say so?… 115? Why?”

• You can also use number boards to help learners develop their
understanding of doubling and halving. For example, let them put a
counter on the board, say on the 2, then keep on doubling their number
(2, 4, 8, 16, etc). Some learners may need to put out the actual number of
counters on their desks and double them every time before they will be
able to double on the number board alone.

Let learners reverse the pattern by halving repeatedly to develop the

understanding that doubling and halving reverse each other.

• As doubling and halving are very useful calculation techniques, give
learners lots of written and mental practise, using different formats, to
help them build this skill. Start with small numbers and build up to bigger
numbers in the Grade 2 range.

Double 2 … double 7… double 32…

Now let’s halve … halve 8… halve 18 … halve 28 …
halve 50 … halve 84
Write the halves
Write the halves Write the double
120
30
Half is _____
Half again is ______
24 24 Half again is ______

• Let learners work on number tracks and number lines to extend and apply
their understanding of counting patterns for numbers up to at least 200.

If some learners still struggle with number lines, start with number tracks,
which are more concrete and understandable to young learners.

In the playground, let learners count as they jump forwards and
backwards on a big track marked with familiar numbers. As an
introduction, the numbers should start from zero. When learners
understand the idea of a number track, help them to develop their skills
for counting on from any number. Present tracks that start from other
numbers within the Grade 2 range. At a later stage you can let your
learners jump a counter forwards and backwards on a smaller track. Play
games that challenge learners to predict and check where they will land
page 105
 Grade 2: Numbers, operations and relationships
with different sized jumps. For example:

You stand at 30 and jump 1 forward. On what

number do you think you will land? ….check. You
start at 45 and jump 7 backwards. On what number
do you think you will land? ….check.

30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

 nce learners understand how to use the track To solve this problem: There are 93 girls in the class
O
to represent their actions, you can model how and 78 boys, how many more girls are there? Thabo
they can show their jumps in writing on number draws a number line like this:
lines. Set challenges like: “You start at 78. You +2 +10
+3
jump 2 forward, then another 10 forward and
then 3 more forward. Where will you land?” 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Learners can work out a solution on the number
line.
• Play Work it Out games. You can first link these to number lines, number
boards or rulers. As learners develop confidence, let them work abstractly.
Say: “Work out the secret number I am thinking about. My number is Make cardboard cut-outs
more than 50 but less than 52… My number is an even number between of number cards for each of
47 and 50 … My number is double of 23… My number is one bigger than your learners.
half of 70.” (See Resources, p344).
Let learners make up their own secret numbers for their friends to work
out.
1 2 3
5. Building two-digit and three-digit numbers 4 5 6
Learners need to be able to combine different values to read 10 20 30 7 8 9
and write numbers up to at least 200. As learners work to 4050 60 08
understand the ‘how muchness’ and sequencing patterns of
100200 7 0 90
numbers up to at least 200, you can introduce number cards
to help them understand how we combine different values to Hold up your 9 card. Now put it back in the
read and write numbers. correct place… Show me your 40 card. Now
put it back in the correct place… How do you
think you can make 49 with your cards?
• If your learners have not used these cards previously, teach
them how to arrange their cards in order, how to replace each
card in its correct place after they have used it and how to
hold the cards correctly when they combine them to make 40 9
one number.

• Learners can then work in pairs. Challenge them to find and explain ways
to build first 2-digit and then 3-digit numbers. Let them write the number 409
in parts, and as a single number (e.g. 20 + 6 = 26). If you use a language
like English, start with numbers in the 20s and 30s because the patterns
are easier to understand than in the numbers from 11 to 19.

Think, which cards do you We put out the 100 then we

need to make 126? Find the cards. put the 20 over the ten’s place and the 6 in
Put the cards together to make 126. Explain We need 100 and the one’s place. We can write this:
how you do this, then write 20 and 6 to make
126.
your number in two ways. 100 + 20 + 6 = 126

page 106
100 2 0 6
 Grade 2: Numbers, operations and relationships

Important note: During the early years it is not useful or necessary to teach
place value by getting learners to write 126 = 1H + 2T + 6U. This way of
thinking is very abstract and does not come naturally to young learners. It
often prevents them from understanding the patterns in our number system
and how we use these patterns to break down and build up numbers in ways
that help us find ways to calculate and to solve problems. Young learners
understand and can use the concept of ‘one hundred plus twenty plus six’
(100 + 20 + 6) more easily because this way of thinking matches the way they
read numbers.

Through the activities you present and the guiding questions

you ask, learners should develop these important ideas Each digit in a number
about how our number system works: has its own value. The place
• Up to nine, we use a new digit and a new number where we write the digit in the
name for each number (1, 2, 3, 4, 5, 6, 7, 8, 9). number shows its value:
• After nine we begin to group in tens, and in l234 This place
shows the number
multiples of ten. This place shows of ones
the number This place shows
• We then place digits in different positions in of 1 000s
This place the number of 10s
numbers to show their values. When we write shows the number
the number 59, for example, the place we write the of 100s
5 in shows that it stands for 50 and the place we write 9
in show that it stands for 9 ‘singles’ or ones.
• We use a zero to show places in the number where there are no values.
For example, in 70, the place of the zero shows that there are no ones in
this number.

Learners need to break down and build up numbers into tens and units so
that they can:
• understand how we use placing patterns to write multi-digit numbers;
• understand the ‘short cuts’ we use to write numbers like 78 (We put the 8
708
for the ‘ones’ in the place of the zero ‘place holder’ in the 70);
• understand that in a number like 49, the ‘4’ shows a bigger value than
the 9 because of its place in the number - the ‘4’ stands for 40 and the ‘9’
stands for 9;
• understand how they can combine and break up numbers to make it
easier to calculate in different ways.
6. Activities to write, build and represent numbers
To reinforce learners’ understanding of how we build up and break down
numbers in multiples of 10 up to 200, play these two games:
Find the missing card game eed
– Draw a grid like this on the chalkboard (add extra Cards I n
y Card I
rows at the bottom). Let pairs of learners copy the M
have
grid. number 8
20
– They take turns to write a 2-digit number of their 28
4
choice in the first column and to put out either a 34
tens or a ones card in the middle column.
– Their partner must find the correct card and place
it in the last column. Learners check each other’s
solutions.

page 107
 Grade 2: Numbers, operations and relationships
Estimate and count
– Give each group a tray that has between 100 and 200 matchsticks,
toothpicks or straws, as well as some small and large elastic bands.
– Ask them to first estimate the number of objects in their pile, write their
estimates down and then count to find the actual amount.
– At first let them group their objects in any way they like for quick counting.
Later, use sticks and ask them to bundle them into 10s, using smaller elastic
bands.
– Then ask them to count their bundles in 10s to see how many bundles of
10 they need to make a bundle of 100. Once they agree that ten bundles
of 10 make 100, let them use larger elastic bands to hold 10 bundles of 10
together.
– They must then write down the number they get, which they can do in
different ways. They can also use the number cards to show their numbers.
Let groups take turns to share their solutions with the rest of the class.

0 3
10 2 0
1 bundle of 100 + 2 bundles of ten + 3 over
100 + 20 + 3 makes 123

Let learners work up to at least 200 with this type of activity. If you do not have
sufficient sticks for all of them to work concretely, it is a good idea to let them
imagine how the counting sequence will continue.
For example: “I see you have 123 sticks. I give you one more stick. How many
will you have altogether? … If I give you 4 more, how many will you have
altogether? … I give you one more bundle of ten, how many sticks will you
have altogether? … Your friend takes one of your sticks, how many will you
have now? … Your friend takes two bundles of ten, how many will you have
In this document we use
altogether?” etc.
examples of South African
money. Where necessary,
Estimate and count with money substitute examples of your
own country’s currency.
When learners are familiar with the values of our South African coins and
notes, you can let them play estimating and counting games with play money.
For example, let them take a handful of R1 coins. They estimate the total value See Resources, p356 - 357,
and then check their estimates by counting. Encourage them to organise their for examples you can copy
R1 coins so that they can exchange them easily for coins of other values. This for your learners.
will make it easier for them to find totals.
I put my R1 coins I changed each of my
in piles of ten. I have altogether 6 piles of one rand coins
10, 20, 30, 40, 50, 60, 61, 62, for six R10 notes.
R1 R1 R1 R1 R1 R1 63 rand. I still have R63.

R1 R1
R1
R1 R1
R1
I put my R1 coins in I changed my 9
piles of 5. I have altogether 5, piles of one rand coins
10, 15, 20, 25, 30, 35, 40, 45, for nine R5 coins.
46, 47, 48, 49 rand.
R5 R5
R1 R1 R1 R1 R1 R5 R5 R5 R5 R5
R5 R5
R1 R1 R1 R1 R1 R1 R1 R1
R1 R1
R1 R1

Let me count how much

money I have now… 5, 10, 15, 20, 25,
30, 35, 40, 45, 46, 47, 48, 49 rand.
It’s the same!
page 108
 Grade 2: Numbers, operations and relationships
Spin the numbers 3 4
Use a set of spinners like these. You will find them in most maths 2 5
kits or you can make them. Learners work in pairs or groups. They
take turns to spin both spinners. They read the two numbers their 1 6
spinners land on and use stick bundles and/or their number cards 70 80
9 7
60 90
to build the number. They write the number – again, first in two parts 8
and then as a single number (50 + 7 = 57). Let them compare and order 50 10
their numbers, from biggest to smallest or from smallest to biggest. 40 20
30
Scatter boards
Draw, or let learners draw, a scatter board like this for each group of 1s
learners.
Each learner takes 10 counters.They take turns to close their eyes and
scatter their counters onto the board. They work out and write down their
scores. If a counter lands on a line, they use the value inside that line. In
this example the score is 27. Group members can each add their scores
from a series of throws and compare their results to find the overall winner.

By presenting learners with similar challenging tasks and questions in

different contexts and with different aids, you help them build up, practise See Resources,
and reinforce their number knowledge. There is then no need for rote p349, for examples
counting and rote repetition of number bonds. of spinners.

As learners gain confidence and experience with the links between the
numerosity and sequencing patterns of increasingly big numbers, let them
work more abstractly to show sequences and patterns in written form. For
example:

Using grid paper

Let learners use grid paper to show how they can
break up 2-digit numbers into tens and ones. They
use one colour to show the tens in the number
and another colour to show the ones (units). They 10 + 8 = 18
write number sentences alongside to show how
they break down and build up the numbers. Start
with numbers that have a single 10 (e.g. 12, 17).
Gradually introduce bigger 2-digit numbers. 20 + 5 = 25

Using shapes to In these drawings: = 10 =1

represent numbers Count in 10s and ones. Write the correct numbers under each box.
Learners count drawings
and exchange them for
given values, for example:

See Resources, p366 = 95 = ____ = _­ ___­

and p368, for example Write your three numbers from smallest to biggest.
worksheets you can Make your own boxes with different numbers of and .
copy for your learners. Let your friends write the correct numbers under each box.

page 109
 Grade 2: Numbers, operations and relationships
Missing numbers
• Learners fill in missing numbers on number boards
or charts.
• Learners fill in missing numbers within the Grade 2
number range on a number line, or in pictures of
a ruler or of a scale within the Grade 2 number range.

• Learners complete a grid to show understanding of number sequences. 1 10 120

100 13
0
write ordinal 90

1 less than

14
80
number number

0
number

2 more
before

1 50
70
name
after

than

60

16 0
50
13 12 14 15 12 thirteen thirteenth

170
40
21 twenty first

18
0
30
19
48
20 0
10 20 0

53

• Learners complete forward and backward number sequences, starting

from any number within the Grade 2 range, e.g.
101; 102; ___; 104; 105; ___; ___; ___; 109; ___; ___

200; 199; ___; 197; 196; 195; ___; ___; ___; 191; ___; ___
• Learners can extend written sequences like this:

34 +1  35 +1  ___ +1  37

130 +10  140 +10  ___ +10  160

160 -10  ­­­______ -10  ______ -10  _______

Ordering numbers 25 25 30 30 57 57
• Learners connect a series of numbered dots in the correct
order to form a picture or a shape. What does the
• Learners identify values of digits according to their positions underlined digit in each
number stand for?
in numbers.
• Learners write numbers in ascending order (from smallest to biggest) or in
descending order (from biggest to smallest) according to their values.
17 71 70 77 57 49
Breaking down numbers
• Learners break numbers down in different ways to show understanding Write these
numbers from
of place value: Let learners use a variety of representations to show the biggest to smallest.
different ways they find to break down and build up numbers. Link these
formats to the ‘empty box’ format for writing number sentences. Learners
must explain their methods to each other:
0 25 20

52 52 52
50 2 25 2 12 20

50 + 2 + 0 = 25 + 25 + 2 = 20 + 20 +12 =
page 110
 Grade 2: Numbers, operations and relationships
Change and extend this format by writing some of the numbers outside or
by using other outline shapes with more sides (to encourage learners to
break numbers into more parts):

10 10
10
10 10
19 80
75 10
70 10
10 10

90 + 3 20 + 20 + 20 + 20 + 10 + 3 Find as many
different ways as you
can to break down these
93 numbers.

50 + 20 + 20 + 3 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 3

54 45

Ordering numbers in different areas of mathematics

• Integrate comparison work with Data handling. Let learners sort, describe,
compare and order data collected for pictographs e.g. learners order
themselves according to their ages, or they order the months of the year
according to the number of children/boys/girls who have their birthdays in
that month.
• Integrate with informal measurement activities, e.g. learners count the
number of footsteps or strides they take to cover a given distance. They
compare the number taken by bigger and smaller children and then order
the numbers taken from most to least or from least to most. Challenge
them to uncover the patterns in the numbers e.g. “The bigger the child’s
foot, the less footsteps she takes to cover the distance”. 50c 1c 5c

• Once learners have learned the value of different coins and notes, they
describe, order and compare them. Extend the activity by giving them
groups of coins and asking them to order the total amounts of money from
biggest to smallest. Learners must explain their solutions.

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Counts forwards and backwards in:
a) fives from any multiple of 5 between 0 and 200;
b) twos from any multiple of 2 between 0 and 200.
■■ Orders, describes and compare whole numbers to at least 2-digit numbers.

Suggested activities
1. Counting objects
Counting different parts of the body is one way to introduce ‘skip’ counting in
multiples of 5 and of 2. For example:
• For multiples of 2, let learners count the number of eyes, ears, hands or
feet in their group (and, as you go on, of bigger and bigger groups). At
first, you can encourage learners to whisper the first number and say the
second number out loud, so that they hear the pattern for counting in
twos:
1 2 3 4 5 6 78…
• Learners can practise counting in twos by organising handfuls of various
objects (e.g. beans, pegs, counters) in groups of two and then counting
them as quickly as possible. (Let learners, who need to do so, ‘count all’.
With more experience, through different activities, they will naturally
begin to use quicker counting strategies.)

• Set challenges that encourage learners to think about the patterns for
counting in multiples of two: “If you have 20 objects, how many groups
of 2 do you think you will be able to put out? Do you think you will have
any objects left over? … If you have 21 objects, how many groups of 2
do you think you will be able to put out? Do you think you will have any
objects left over? … 22? …23? ... 30? … 31?” etc.

Introduce the terms even numbers (for those amounts where we can put out
exact numbers of 2 objects with no objects left over) and odd numbers (for
those amounts where we have one left over when we group in twos).
Learners Fingers/toes
1
• For counting in fives, let learners count fingers and toes, and then put out 2
objects in groups of five for quick counting. Help learners to focus on the 3
patterns and relationships by asking questions like: “How many fingers do 50
Mpho and Jane have altogether? … Mpho, Jane and Fatima? … How many 70
fingers do 4 children have?”, etc. 90
20
• Where necessary, let learners check by counting actual toes. Link this 25
work to worksheets with body counting. 200

2. Counting in multiples on number boards or charts

Working with number boards and number charts will help learners to:
• uncover and describe the counting patterns for counting in twos and fives;
• extend their understanding of the counting patterns to larger numbers;
• link the patterns for counting in twos and fives to the patterns for counting
in tens.
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 Grade 2: Numbers, operations and relationships
Counting in twos We counted in 2s
Learners count multiples of two and cover each number they say up to 50. What do you think
the next number in the 2s
with a counter. As they begin to see the counting pattern, ask them counting pattern will be?.. and
to predict how the counting sequence will continue. Ask guiding questions the next … and the next.
How do you know?
to help learners make their own rules for counting in multiples of 2s.
Introduce blank boards to
I notice that the
help learners extend the numbers always end in
counting in twos to bigger a 2 or a 4 or a 6 or an 8
or a zero.
numbers.
Yes. Remember
that we call these
numbers even
numbers.

You continue counting in twos. What I can go on with my twos

do you think the next counting number pattern …. Let me think … a
in the twos pattern will be? … Check on hundred plus 2 is 102, plus
your number boards …The next number? 2 is 104, then 106, 108, 110…
… and the next number? What pattern Then another 2. That’s 112 …
can you use for counting on in twos? on and on with my pattern.

 nce learners can describe and extend their rules for counting in 2s,
O
reinforce this work with challenges like these:
Sammy starts at zero and counts in twos up to 200.
Circle all the numbers that Sammy says.
2 5 10 17 18 29 35 72 81 102 104 125 177 183 192 199
Explain to your friend why you circled these numbers.
Make up some numbers of your own.
Ask your friend to circle the numbers that Sammy says when he counts in twos.
You can repeat the counting in twos activity. This time let learners find and
predict the counting pattern when they start from one and count on in
twos. (1, 3, 5, 7, 9, …)
Ask guiding questions to help them make their own rules for counting in
2s when they start from one. Point out that we call the numbers in this
counting pattern ‘odd numbers’.

Counting in fives
Let learners do similar number board activities to uncover, describe
and extend the patterns for counting in 5s (and in 10s if they have not
previously done so). Design different work cards or worksheets to help
learners practise and become very familiar with all these patterns.
Important principles to remember are:
– Let learners who still need support, use the aids to build and
check their ideas.
– Encourage confident learners to work mentally and use ever
increasing numbers – they may even want to go beyond 200.

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 Grade 2: Numbers, operations and relationships
– Integrate your counting in fives work with data work
Colour of learners’ toothbrushes
by introducing the idea of tallying. Show the learners
//// 4
how to record information in a way that makes it easy
//// 5
to count, by grouping their marks in fives.
//// //// // 12
Comparing the counting patterns for twos, fives and tens
Let learners uncover and describe the similarities and differences between
the patterns for counting in multiples of 2, multiples of 5 and multiples of 10.

I started at zero All the numbers in

and counted on in 5s. When we start at zero the 10s pattern end
All my numbers end in 5 and count in 2s, all the numbers end in zero.
or zero. in 0, 2, 4, 6, or 8. We cover every 2nd
column.
So can you
tell me which numbers
do you get in all three
patterns?

That’s easy!
The numbers that
end in 0!

Tell me what is the same and what

is different in the 5s and the 10s Well, we said, they’re the same because all the numbers that end in
counting patterns? … Why do you zero are in both patterns. I can see that the 5s pattern is different
think this happens? because it also has all the numbers that end in five, like 5, 15, 25,
35. Let me think. Why does this happen?… Oh I see. There must be
two lots of 5 for every 10… like on my fingers, we need one lot of 5s
for one hand and one lot of 5 for the other. That’s why we need the
in between numbers for the 5s pattern.

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Orders, describes and compares common fractions including halves and quarters.
■■ Solves and explains solutions to practical problems that involve equal sharing and grouping and
that lead to solutions that include unitary fractions (e.g. 14_)
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) using concrete apparatus;
d) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Sharing fairly
A good way to help learners develop an interest in and an understanding of
fraction concepts is to expose them to practical sharing situations that arise
in various contexts in their lives e.g. food, books, pencils, money, informal
mass, length and capacity. The problems you present should include
problems that challenge learners to find ways to deal with the ‘left over bits’
and to use their own informal language to explain their ideas.

Mrs Molopo said the No, throw it

three of us could eat these away. Otherwise it
four oranges. We each have one. won’t be fair. Let’s break the orange up
What can we do with this one? and share out the small pieces.
Shall I take it? I wonder… how much of the orange
will each of us get? What can we do
if we have some small
pieces left over?

Let’s each
take a bite!
We broke the fourth orange
into 10 small pieces. Let’s share… one piece
for you, one for you and one for me…There are some left
over…Sipho… one more piece for you, one for you and We must try
one for me…again … one , one, one. What shall to take the same
we do with this last small piece? size bites.

It is not necessary to introduce the terms, ‘remaining’ and ‘remainder’ until

learners have had sufficient opportunities to develop their own practical
understanding of these concepts. Through the year, let learners work with
increasingly large numbers according to their growing understanding of
numbers within the Grade 2 range. In different contexts, introduce both
equal sharing and equal grouping problems.

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 Grade 2: Numbers, operations and relationships
Examples:
Equal sharing problems Equal grouping problems
1. We share 25 flowers equally 1. Mrs Pule has 25 apples.
between 2 children. How many She packs bags with 4 apples
flowers does each child get? in each bag. How many bags can she pack?
How many apples will she have over?
2. Mother shares R10 equally 2. Ma Nkosi shares R40 between all her children.
between her 4 children. How Each child gets R10.
much does each child get? How many children does Ma Nkosi have?
3. Dudu, Siphiwe and Joshua share 3. We need 11 children for a soccer team. 15
5 bars of chocolate equally. Draw children come to play. How many teams can we
what each child gets. make? How many teams with 20 children? With
25 children? 30 children? …35 children? How
many children do you need for 5 soccer teams?

Give learners the time and the freedom to investigate and discuss these
situations and challenge them to think of their own ways to share or group
the various items. As learners investigate, ask guiding questions to encourage
them to say what they think the result of the problem will be (estimate)
before they start working – this will encourage them to begin to think more
abstractly. Let learners explain what they do and what they find out and
encourage them to find different practical ways to check their own and their
peers’ ideas.
Each friend got two
To share R10 among R1 and five 10c coins. That’s R2,50
four friends... We gave each friend each when you share R10 equally
one rand. We had R6 left over. We gave between 4. We drew this picture
each friend one more rand. Now R2 is over. to show what we did.
We changed the R2 into twenty 10c pieces.
We kept on giving the 10 cents one-one until
we shared them all out.

At first learners may need to work concretely

to manipulate the actual objects described in the problem.

As they gain confidence and experience, they will want to

find ‘shortcuts’ by representing and recording their methods
and solutions in ways that they understand. For example, they
may find it helpful to represent non-available objects with
their fingers or with counters or to record their ideas in rough
drawings. Many young learners find drawings easier than counters.

Depending on their prior experiences and the different ways that they think
and learn, different learners will use different methods and techniques to
solve and record their ideas. Do not suggest that learners who are able
to imagine and represent amounts using symbols, go back to using dots
or other concrete representations (but allow them to do so if they feel the
need). Also do not force learners to adopt somebody else’s method because
it seems quicker or easier. With continued exposure, practice and growing
confidence, learners will naturally try to find or adopt quicker methods that
they understand. Use your judgement about when to encourage learners who
lack confidence, but do understand, to draw their solutions or to use symbols
to represent them.
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 Grade 2: Numbers, operations and relationships
Here is an example of how different learners responded to a sharing problem:

To share 4 loaves of bread

between 3 children, I gave the
loaves out…one, one, one. I had
one loaf over. I cut the last loaf
into 3 pieces…they must be the
same size. I give each learner a
small piece. Each gets one whole
loaf and another little bit.
I cut each loaf into three pieces of the same size.
I have 12 pieces. Then I give the pieces out ... two,
two, two each. I have 6 pieces left. I give them out
two, two, two again. Each child gets 4 pieces.

We thought it out. We gave each child one

whole loaf. We cut the last loaf into three thick 1 bread + 1 thick slice 1 bread + 1 thick slice
slices. So each child gets 1 whole loaf and
another thick slice. So we write: 1 bread + 1 thick slice

2. Working with fractions

At first learners use their own informal ways to describe their smaller ‘pieces’
or ‘little bits’. This informal language may include words like ‘halves’ and
‘quarters’ that they have heard elsewhere (a quarter loaf of bread, half a
dozen eggs). However, they may use any fraction name loosely to describe
any piece or part of a whole. They do not necessarily understand:
• that the size of the pieces must be equal;
• how we use different fraction names to describe the number of pieces we
must share the whole into.

Once learners begin to see the need to name and compare their pieces more
precisely, present activities that help them develop these fundamental ideas
about fractions:

Know, understand and use fraction names

In Grade 2 we expect learners to understand and be able to describe and use
unit fractions (one half, one third, one fifth, one twentieth).
Begin to use fraction words like ‘halves’, ‘quarters’ and ‘thirds’ in everyday
contexts:

If you share the milk fairly

Share the milk fairly between the between the three of you, we
two of you so that each of you gets say that you each get a third
exactly a half. of the milk.

We will go and play Make a half turn… make

outside after quarter of a quarter turn, make a
an hour. full turn.

You shared the chocolate equally Make a necklace. Use half white
between four of you. We say that each beads and half blue beads … Find
of you got a fourth or a quarter of the different ways to pattern your
chocolate. beads.

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 Grade 2: Numbers, operations and relationships
Present different activities and ask guiding questions to help learners develop
the understanding that each fraction name tells us how many equal parts to
share different wholes into. Help learners develop the language to explain that:
– to find halves we must share wholes into two equal parts;
– to find quarters (or fourths) we share wholes into four equal parts;
– to find thirds we share wholes into three equal parts;
– to find sixths we share wholes into six equal parts;
– to find tenths we share wholes into ___ equal parts;
– to find hundredths we…

You share four apples

You cut a chocolate between 4 people. How many
bar into 2 equal If I share 20 crayons
apples does each person get? What
pieces. What do you between two of us, I share them
fraction of the four apples does
call each piece? half-half. I get a half and you get a
each person get?
half. Half of 20 is 10.
You share 20 crayons
between 2 friends. What
fraction of the 20 crayons
does each friend get?

Remember to include activities that help learners realise that they can use the
same methods, descriptions and reasoning to find fractions of wholes that are
single objects (e.g. loaf of bread or a shape) and fractions of wholes that are
These are all the ways
collections of objects (e.g. a dozen eggs or 6 single rands); our group found. There are
two halves of the same size
in each square.
Let’s see how many different
ways you can fold this square into
halves. How many halves will there
be on each square?

To find a third, I shared

You get R6 pocket my money into 3 equal parts.
money. You save a third of So a third of R6 is R2. I save
your money. How much do R2 every week.
you save? R1 R1 R1
R1 R1 R1

Also include activities that challenge learners to explain why different shares do These are not
not show given fractions: quarters. There are 4
pieces but they are not all
These are not halves the same size.
Which picture because you shared the R4 into
shows R4 shared into 4 lots, not 2 lots. You made
halves?… quarters.
Why do you say so?

These are halves

because you made 2 lots.
Each lot has R2. They are
These are not halves the same.
because you did not share the
R4 equally. This is not fair
sharing.

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 Grade 2: Numbers, operations and relationships
Challenge learners to make up their own problems with fractions.
So how do you
think you can find a half of
As we all know fraction concepts are difficult. So give learners 12 cakes? A quarter of 12 cakes?
A sixth of 12 cakes?
many opportunities to find and name fractions in different A twelfth of 12 cakes?
contexts and allow lots of time for them to think problems through
and to discuss, compare and debate their own invented methods and
their findings. This will help learners to develop the confidence to apply and
generalise their knowledge to new contexts and to new problems.
Let’s make a plan.
To find half of 12 cakes we
must share them half- half.
Like this:

So half of 12
cakes is 6 cakes.
For quarters, make
4 equal groups. 3 cakes is a
quarter of 12 cakes.

Sixths means share

into 6 groups! So 2 cakes make
Challenge learners to think about how to form wholes. a sixth. Twelfths are easy…12
groups with one cake in
each group.
How many thirds of You have some sweets
a cake make a whole in a packet. You share them
How many half cake? among 4 friends. Each friend gets 2 You have already
loaves make a whole sweets. How many sweets were in the planted a third of your
loaf? Show me
why you say packet? cabbages. You planted
so. 5 cabbages. How many
Show me
cabbages do you have
why you say
to plant?
so.

You spend a quarter

of your pocket money. You
spend R3. How much pocket
money do you get?
To help learners uncover the patterns for making wholes, let them
find and record their results in systematic ways in grids:

wholes halves quarters wholes

1 cake 2 half cakes 4 quarters 1 cake
2 cakes 8 quarters
3 cakes 6 half cakes 12 quarters
4 cakes 16 quarters
5 cakes 5 cakes
12 half cakes 6 cakes

Follow up on your concrete naming activities by challenging learners to

reflect on what they have done and to extend and generalise their ideas
further:
From 4 squares, we made 8 halves.
So, how many halves did you make For five squares, we must add 2 more
from one square?.. two squares?… 3 halves. That’s ten.
squares ? … 4 squares? How many For 6, add 2 more. That’s 12. Wait I
halves do you think you can make from see a pattern. We can double. For 10
5 squares? … 6 squares? … 10 squares? squares it will be 20.
How do you know?

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 Grade 2: Numbers, operations and relationships

Now think about this. We share a loaf of bread into fifths.

Clever thinking. So what about this? How many children can we feed from 1 loaf? 2 loaves?… 4
We have 1 litre of milk. We give each child loaves? … 8 loaves?
a quarter of a litre. How many children can
we feed from 1 litre of milk?…. 2 litres? …. 3
litres? 4 litres? We share the bread into tenths. How many loaves
How do you know? will we need to feed 50 children?

We share the bread among 5 children. What fraction of

the bread does each child get?… How do you know? What
fraction does each get if we share between 4?… between 2? …
between 10?

When you work with shapes, go beyond tasks that simply ask learners to cut
or label single shapes into halves or quarters. Give examples that challenge
learners to go beyond visual judgements and develop the language they
need to make and explain conclusions about the shapes. For example, here
learners must say which of these drawings has one third shaded. They must
explain their reasoning.
I think this last shape
shows a third because, in
each row, one out of the
three blocks is shaded.

3. Comparing and ordering fractions

Introduce problems that challenge learners to compare and order fractions.
For example:
chocolate lemon butter
cake cake cake
Which cake is cut into
halves? … Which cake is cut
into thirds? … Which cake is
cut into quarters?

You love all cake so you want the

biggest piece. Which cake will you
choose a slice from?… the chocolate
cake, the lemon cake or the butter
cake? Why do you say so?

Ask guiding questions until learners can explain their choice.

To make halves, we cut the cake into 2 equal pieces,

like the chocolate cake. To make thirds, we cut the cake
into 3 equal pieces, like the butter cake. half third
To make quarters, we cut the cake into 4 equal pieces,
like the lemon cake. I can see that the more pieces we
cut the cake into the smaller each piece is. I choose quarter
a slice of chocolate cake… It’s biggest…It’s cut in half.
That’s only two pieces.

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 Grade 2: Numbers, operations and relationships
Set a variety of similar questions in different contexts to help learners practise
and reinforce their comparing and ordering skills. For example: “Mary spends
half an hour playing, a quarter of an hour eating and a third of an hour doing
homework. Which activity does she spend the most time on? Which activity
Do this work card
does she spend the least time on? How do you know?” to show what you
found out.

Write these slices from smallest to biggest:

A slice of chocolate cake A slice of butter cake A slice of lemon cake
Write these slices from biggest to smallest:
A slice of chocolate cake A slice of butter cake A slice of lemon cake
Write these times from shortest to longest:
A third of an hour A half of an hour A quarter of an hour
Write these times from longest to shortest:
A third of an hour A half of an hour A quarter of an hour

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
Note: In Grade 2, learners
■■ Solves money problems involving totals and
can learn about place value
change in rands and cents.
while they count, build and
■■ Uses the following techniques:
represent numbers and work
a) building up and breaking down numbers;
with money problems. For this
b) doubling and halving;
reason, we have not addressed
c) using concrete apparatus.
place value separately.

Suggested activities
When we work with money, one coin or note can stand for more than one
thing (e.g. a R10 note stands for, or has the same value as, ten separate Remember to substitute
of your own country’s
one rands). Do not introduce learners to combined coins until they have currency as appropriate.
established stable one-to-one correspondence for the numbers involved.
Once learners have done so, money becomes a useful resource for
developing and consolidating various concepts such as:
• the idea that one object can represent a number of objects;
• skip counting in various multiples;
• exchanging in different ways.

1. Becoming familiar with coins and notes and

their values
First check that your learners know what our different coins and notes look
like. If they have not done this work in Grade 1, or, if you want to revise and
reinforce the work, let them make pencil rubbings of the different coins and
then compare, describe and discuss the similarities and differences between
them. For example, let them:
• feel the edges of actual coins – explain how and why they differ (to help
blind people);
• discuss the details of each coin – pictures on the back and front;
• compare the sizes of coins – cut their rubbings out and arrange them in
ascending and descending order according to their sizes;
• describe the symbols and numbers on the back and front of coins;
• make sure that learners understand that 5c is short for 5 cents, R10 is short
for 10 rand, etc.;
• compare and sort coins and arrange them in ascending and descending
order according to their values;
• use 10c coins to count in tens and 5c coins to count in fives;
• show learners examples of R10, R20, R50, R100 notes - let them compare
them according to their values;
• let learners look for the watermarks on the notes - tell them why we use
watermarks (to prevent forgeries);
• introduce, discuss and compare your play money - stress that this is Never! My sandwich has
‘pretend money’ and that they cannot use it to buy anything; peanut butter. It’s worth much
• let learners use R2 coins to count in twos. more. Give me 3 pencils or a
I’ll give you a
pencil and a ruler.
pencil for your
2. Play bartering games sandwich.

This helps learners to understand why people invented money.

Even if learners have played bartering games in Grade 1, it is
a good idea to reintroduce these games in Grade 2. They are
fun and give learners a practical understanding of why using
money is such a convenient way to exchange goods. That’s too much.
page 122 I’ll give you …
 Grade 2: Numbers, operations and relationships
Explain that, before people invented money they used to trade or barter goods.
For example, if you had chickens and I had wheat we would make deals about
how many chickens you should give me in exchange for a basketful of wheat.
Later people started paying with goods that they saw as valuable such as shells,
salt or pieces of metal.

• Learners find objects to trade at home or in the class. (e.g. pencils, books,
shoes, cases, sandwiches). They negotiate trades in small groups.
• Discuss the advantages and the disadvantages of bartering e.g. we can trade
what we’ve got but it may be difficult to decide on what is a fair exchange.
Point out that, in some situations, people still barter.
• When learners understand the idea of trading, you can discuss the
advantages of using money (easier to carry around than chickens or wheat;
we can have fixed prices so we don’t have to make deals each time).
3. Exchanging games
Play exchanging games to help learners become familiar with the values of our
coins and notes.
• Give learners notes of different values. Learners must exchange
them for the correct number of R1 coins. Let them draw and
explain their exchanges.
• Later extend the game. Learners exchange their big notes (e.g.
R20, R50, R100, R200) for the correct number of R10 notes, or
R5 or R2 coins. They can also exchange combinations of notes
(e.g. R20 + R50) in as many different ways as they can find.
• Encourage learners to uncover and use their counting patterns and
techniques to record their findings systematically:

How many R2 coins? How many R5 coins?

I need half the R2s
R2 R5
each time. So I need R4 R15
twenty-five two rands R6 R20
to make R50.
R8 5
R10 6
R20 20
R50 40

• Point out that in the ‘old days’ we had 1c and 2c coins. Let learners use
counters to represent this ‘old fashioned’ money. Learners exchange 5c,
10c, 20c, 50c and R1 coins for the correct number of ‘old fashioned’ one
cent coins. Let them draw and explain their exchanges. Later they can
exchange rand coins for other coins and also practise exchanging given
100c
amounts for 5c and 10c pieces.
• Then let learners break coins or notes down into as many different
combinations as they can. Start with small amounts and build up
systematically. You can show learners how to use ‘spider diagrams’ to
show all their different ways to exchange different amounts.
100c + 100c + R3 R1 + R1 + R1 + R1 + R1

R5
R70 + R7
50c + 50c + 50c + 50c + 50c + 50c + R2

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 Grade 2: Numbers, operations and relationships
• Learners should also build up to different
I have a 20c coin.
amounts, for example, “Use 50c coins. Mrs Banker please give
Show me R5 … Use R2 coins. Show me me four 5c coins for
5, 10, 15, 20.
my 20c coin.
R10, R20… “
• During your mental maths sessions,
challenge learners to extend patterns
for making exchanges. For example, set
problems like, “How many R2s in R10? …
in R20 … in R30 … in R40? …” I have two R5 coins.
Please give me R10 in
R2 coins. 2, 4, 6, 8, 10.
Banking games
To reinforce these understandings, play
banking games with play money. Let
members of small groups take turns to be the
banker. The banker exchanges the money.
Here are some examples of games:
• The banker gives each group member a different coin. For example, one
group member gets a 20c coin, another gets a 50c coin and so on. Use
small coins to start with and bigger coins as your learners progress.
• Learners take turns to change their coins for the correct number of 5c coins
at the bank. The rest of the group checks that each learner asks for the
correct amount of money and that the banker counts out the correct amount
of change each time.
• Extend the game by letting the learners exchange for bigger amounts. Each
learner tells the banker which coins he must give in exchange for their
money. The rest of the group checks. Let learners find ways to record their
exchanges and to explain their methods to each other.
Trader’s Game
The trader’s game
Make game boards on A4 paper or cardboard. R10 R1 10c
One learner is the banker. The banker controls the money and checks
the exchanges. The rest of the players take turns to throw a die.
The number that the die lands on shows how many 10c pieces the banker must
give that player. The player puts the 10c pieces in the last column on the board.
Learners continue to take turns. After each turn they add their 10c coins.
When a player gets more than ten 10c pieces they must exchange these for a
R1 coin.
When they have more than ten R1 coins, they exchange them for a R10 note.
Depending on the amount of playing time available, the winner can be the first
one to make R10, R20 or R100.
3 4
2 5
Using spinners and play money to count in fives and twos
• Learners race to be the first to one to get R10. They take turns to spin a 1 6 5c
spinner. 9 7
• The number that the spinner lands on tells players how many 5 cents the 8 5c 5c
banker must give them. After each turn players add their money. As soon as 5c
they can exchange their money for a bigger coin or
note they ask the banker to make the exchange. On my first turn the spinner landed on
one. I got one five-cent coin. This turn,
• They keep on spinning until one learner can the spinner landed on 3. Banker, please
exchange his or her money for, say, R10. give me three more five cents. I’ve got
• To let learners practise counting in twos, change altogether four 5 cents. That’s 5, 10, 15, 20
cents altogether. Banker, please change 5c
5c
5c
5c 20c
my four 5 cent coins for one 20 cent coin.

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 Grade 2: Numbers, operations and relationships
the game so that the number the spinner lands on tells them how many
2 cents the banker must give them. R10

R5
Scatter board with money
Extend the Scatter board game by making boards that show different R2
amounts of money. Learners must find and write their totals.

4. Word problems with money

Learners solve various kinds of word problems with amounts of money within
the Grade 2 number range:
• Double or halve amounts of money, for example, “Mpho has R50. Tumi
has double or half”;
• Sharing/grouping, adding and subtracting, for example, “Your mother
spends R20 on vegetables, R14 on bread and R36 on meat. How much
does she spend altogether?… Ma Kgaladi shares some money equally
between her three children. Each child gets R6. How much money did Ma
Kgaladi have?”
• Sibongile counts her money. Write how much money Sibongile has
altogether.
50c 20c R2
R , R1
• Thabo pays for a packet of chips with a R10 note.
What change will he get? Tick (4) the correct coins to show his change.
R7.40
R5 R2 50c s
Chip
R1 20c 10c 5c

• Breaking down or building up to find change, first in either rands or cents,

for example, “Mpho spends 70c. She gives the shopkeeper 80c. How
much change does she get? Later with change in rands and cents, e.g.
Mpho spends R21,50. She gives the shopkeeper R30. How much change
does she get?”

Throughout, learners must explain and check their own and their peers’
methods and solutions, using play money where necessary.
Work orally at first. Gradually show learners how to use the appropriate
abbreviations to write amounts of money. As learners need to write amounts
that combine rands and cents, make sure that they understand how we use
the comma to separate rands from cents.

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) addition and subtraction of whole numbers with at least 2 digits;
b) estimation.
■■ Performs mental calculations involving:
a) addition and subtraction for numbers with solutions to at least 20;
b) multiplication of whole numbers with solutions to at least 20.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) using concrete apparatus;
d) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities

As with sharing and grouping, help learners to develop addition, subtraction

and multiplication skills by presenting them with a wide variety of relevant
practical problems that relate to their lives.

Practical problem solving

We present problems for the different operations (adding, subtracting,
multiplying and sharing/grouping) separately to illustrate the different
problem types for each operation clearly. However, it is not necessary to
teach them separately and in strict order (first adding, then subtracting, then
multiplying then sharing and grouping).

You will find that, if you start by introducing challenging problems, different
learners may use different operations, in different ways, to solve them. They
may solve what you think of as an ‘addition problem’ by subtracting or a
‘multiplying problem’ by repeated addition. They will also use different SimangiPiet has 25 marbles.
has 19 marbles. How many
techniques and skills. In this way learners learn to fall back on their more marbles does Simangi need to
have the same number
own resources to discover and use number facts. of marbles as Piet?

Finding the right problems

The level of the problems you set must cater for the
different needs and levels of all the learners in your This is what I
class. One way to do this is to build up sets of simple wrote. I counted on,
like this.
work cards that challenge learners at different levels.
There are a number of ways to adjust problems to
challenge learners appropriately:
25 – 20 is 5. 19 to 20 is 1.
• Use different contexts to adapt the problems to
your learners’ interests, and home and school 5 and 1 more is 6. 20 to 25 is another
environments. This helps them discover how to 5...1 + 5 is 6.
use and extend their number knowledge and the
techniques in different situations that are meaningful
to them.
• Increase or decrease the size of the numbers to match different learners’
number knowledge and your grade level.
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 Grade 2: Numbers, operations and relationships
• Use different problem types. The four main problem types for adding
and subtracting are: change problems, comparing problems, equalising
problems and combining problems (see the table on the next page for
examples).

• To encourage learners to use their knowledge and skills for building up

and breaking down numbers in different ways, change the position of the
‘unknown’ (the part of the problem that your learners must find out) in
each type of problem. Here are three ways to change the position of the
unknown:

Start unknown - Place the unknown at the start of the problem.

“Mpho has some biscuits. Sam gives him 4 more biscuits. Now Mpho has
12 biscuits. How many biscuits did Mpho start with?”
We can represent these types of problems mathematically like this:
+ 4 = 12
Do not introduce these formal equations to start with. Learners will
gradually learn to read and write them as you help them to extend their
own early, informal ways to read and write maths.

Change unknown - The unknown is in the middle:

8 - =1
For example, “Jan had 8 marbles. He loses some to Popo. He has only 1
marble left. How many marbles did Jan lose?”

Result unknown - The unknown is in this position:

2 + 5 =
For example: “To get to school, Lesego walks 2 km to the bus stop and
then travels 5 km on the bus. How far is Lesego’s school from his house?”
Number techniques and skills
You can also present word problems that will encourage learners to use,
extend and practise their number techniques and skills:

• Building up and breaking down numbers

For example, “You have R37. Find as many different ways as possible to
share the R37 between two people (e.g. R17 for one person and R20 for
the other; R19 plus 18, etc). And between 3 people?”
• Doubling and halving
For example, “David starts with R80. Every day he spends half the money
in his pocket. After how many days will he have only R5 left?”
“Susan makes 5 sandwiches on Monday. On each day of the week
she makes twice as many sandwiches as the day before. How many
sandwiches will she make on Saturday?”
• As learners build understanding of how to use number tracks and number
lines, they may choose to use them as aids to solve and record their
solution methods. For example, a learner may work out Lesego’s distance
problem (above), like this:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
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 Grade 2: Numbers, operations and relationships
Here are examples of the main types of adding and subtracting problems you should introduce to
Grade 2 learners. Notice that the problem types are the same as those suggested for Grade 1. We
change them to meet Grade 2 requirements by increasing the number range appropriately.
Main problem types for addition and subtraction
Change problems
Start unknown
+ 29 = 49 1) Mpho has some biscuits. Sam gives him 29 more. Now Mpho has 49 biscuits
or, altogether. How many biscuits did Mpho start with?
- 25 = 15 2) Mpho’s mother has some money. She spends R25. She has R15 left. How
much money did Mpho’s mother start with?
Change unknown
38 + = 41 1) Jan has 38 marbles. He buys some more marbles. Now Jan has 41 marbles.
or, How many marbles did he buy?
38 - = 3 2) Jan has 38 marbles. He loses some to Popo. He has only 3 marbles left. How
many marbles did he lose to Popo?
Result unknown
57 + 14 = 1) To get to his farm, Mr Ncube travels 57 km by train and travels 14 km by bus.
or, How far does Mr Ncube travel?
45 - 9 = 2) Lesego had 45 crayons. He gives 9 to Katlego. How many crayons does he
have left?
Comparing problems
Start unknown
= 32 + 9 1) Mrs Randera has a bigger Grade 2 class than Mr Dlamini. She has 9 more
or, learners than Mr Dlamini. Mr Dlamini has 32 learners. How many learners
does Mrs Randera have in her class?
= 32 - 4 2) Mrs Smit has a smaller Grade 2 class than Mrs Tshongwe. She has 4 less
learners than Mrs Tshongwe. Mrs Tshongwe has 32 learners. How many
learners does Mrs Randera have in her class?
Change unknown
47 - = 40 1) Jan has 47 sweets. Dan has 40 sweets. How many more sweets does Dan
or, have than Jan?
12 + = 47 2) Jan has 47 sweets. Dan has 12 sweets. How many fewer sweets does Dan
have than Jan?
Result unknown
37 - 4 = 1) Jan has 37 sweets. He has 4 more sweets than Dan. How many sweets does
or, Dan have?
100 + 4 = 2) Jan has 100 sweets. He has 4 fewer sweets than Dan. How many sweets does
Dan have?
Equalising problems
Start unknown
= 53 - 10 1) Sue and Simangi have a hopping competition. Sue wins by 10 hops. She hops
or, 53 times. How many times did Simangi hop?
= 23 + 20 2) Sue and Simangi have a hopping competition. Sue loses by 20 hops. She
hops 23 times. How many times did Simangi hop?
Change unknown
11 + = 27 1) Sue hops 27 times. Simangi hops 11 times. How many more times must
or, Simangi hop to catch up to Sue?
42 - = 37 2) Sam hops 37 times. Sue hops 42 times. Who makes less hops? How many
less?

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 Grade 2: Numbers, operations and relationships
Result unknown
59 + 3 = 1) Simangi hops 59 times. Sue must make 3 more hops to catch up to Simangi.
or, How many hops does Sue make?
59 - 3 = 2) Simangi hops 59 times. Sue makes 3 less hops than Simangi. How many hops
does Sue make?
Combining problems
Start unknown
= 25 + 25 Ranjit has some sweets. 25 of his sweets are toffees. 25 of his sweets are jelly
babies. How many sweets does he have?
Change unknown
18 + = 35 There are 35 children in the class. 18 are boys. How many are girls?
Result unknown
55 + 22 = Ranjit travels for 55 minutes to Grootvlei and for 22 minutes to Mpani. How
long does his whole trip take?

Reasoning, discussing and checking

• Give learners the time and the freedom to work in
pairs or in small groups to investigate and discuss
these situations. This is my quick way
to add 14 and 17. I double 14 …
• Encourage learners to estimate the result of the that’s 28, and then add
problems before they start working – this will 3 more. 29, 30, 31.
encourage them to begin to think more abstractly
by imagining the problem situations and their
outcomes.
14 + 17 = 31
• Challenge them to think of their own ways to solve
problems, using their available number knowledge
and skills (e.g. counting in different ways, place
value, exchanging money) and number techniques
(building up and breaking down numbers, doubling To find 36 minus 19,
and halving, concrete apparatus, number lines). I say - half of 36 is 18
and take away 1 more.
Expecting learners to use symbols and formal Leaves me with 17.
calculating methods from the beginning confuses
and demotivates them.
• To expose your learners to different ideas about 36 - 19 = 17
how to solve problems, let them take turns to use
their own informal language to share and explain I found a different
what they do and what they find out. Remember way to take 19 from 36. I first
said 36 take away 20 … leaves 16.
that, for most of us, home language is our most But I took away one too many. So
powerful learning and thinking language. I must add it in again. So that’s
• Encourage learners to listen carefully to each 17 left.
other’s explanations and to find different
practical ways to check their own and their peers’
ideas and calculation methods. Where necessary,
ask guiding questions to help them clarify and
extend their ideas.

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 Grade 2: Numbers, operations and relationships
Other ways to represent problems
• At first learners may need to work concretely to manipulate actual objects
or aids to help them check and understand.

I’m still not sure I took out 20…

about Thembi’s method. I’m left with 16. But I only
Let me check it with my needed to take out 19, so I must
tens bundles. put 1 stick back. Oh I see. That
will be 17 altogether. I do agree
with Thembi.

• As they gain confidence and experience, learners

will want to find ‘shortcuts’ to represent and Here is a quick maths way to
write, ‘take away’. Can you use
record their methods and solutions in ways that it in your story?
they understand. As you observe, assess how
Like this?
different learners are thinking and what support It says … 36 take
they need. Also judge when learners are ready out 19 is 17?
to be encouraged to refine and move from their
early informal solution and recording methods to 36 - 19 is 17
more compact and formal methods.
• As you see that various learners understand and
.. and this is a quick way to
are confident with the new maths ideas, gradually write ‘equals’ or ‘makes’ or
introduce appropriate maths terms and symbols ‘leaves’.
that will help them use shorter ways to represent 17
36 – 19 =
their ideas.
• To check that learners understand the symbols,
ask questions like:

My idea is, 20 peaches

Give me different ideas. on a tree… 12 were picked.
What ‘stories’ or word problems So 8 peaches are still
do you think we can solve using on the tree.
numbers written like this?

Which of these show

20 - 12 = 8 I baked 12 cookies how many books

for my party. Altogether 20 Hennie has?
friends are coming. I must
bake 8 more.

5+3=
• You can also ask them to find the correct number
sentence format for particular problems. 3-5=
• Also ask learners to use different contexts to make Hennie has 3 more books
up their own problems. They should also find
ways to record their ideas and findings using
than Pam. Pam has 5 books. How
can you work out how many 5-3=
books Hennie has?
symbols and signs.

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 Grade 2: Numbers, operations and relationships
• Introduce learners to other mathematical formats that will help
them to organise their ideas systematically.
For example, they can show how they break the numbers up to add,
like this: Or like this:

50 30 80
55 + 33
55 + 33 = 88
50 + 5 30 + 3
5 3 8

80 88 8

Once learners have had lots of this kind of practice, show them how to write their numbers
underneath each other.

50 + 5 50 + 5
+ 30 + 3 - 30 + 3
80 + 8 = 88 20 + 2 = 22
Adding Subtracting

important
This is an l Remember:
p p in g s to ne that wil
Never force learne
ste
ers to 55 rs to adopt someb
help learn nd use because it seems
quicker or easier.
ody else’s method
da
understan exposure, practic W ith continued
the shorte
r, vertical
ired + 33 confidence, learne
e and growing un
derstanding and
th o d s th a t are requ rs will naturally tr
y find or adopt
me quicker methods
in Grade
4. 88 thinking.
that they understa
nd to illustrate th
eir

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) multiplication of whole 1-digit by 1-digit numbers with solutions to at least 50;
b) estimation.
■■ Performs mental calculations involving:
a) addition and subtraction for numbers to at least 20;
b) multiplication of whole numbers with solutions to at least 20.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) using concrete apparatus;
d) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
The steps of learning about multiplication
As with the other calculation methods, help learners to develop multiplication
skills by presenting them with a wide variety of relevant experiences that will
help them build up understanding of the mathematical relationships. Provide
opportunities that:
• Help learners to build on their previous counting, adding and patterning
experiences – particularly counting objects in different multiples and adding
the same amount repeatedly. For example, counting parts of the body, finding
patterns for counting in twos, fives and tens on number boards, number charts,
number lines and play money. Let them investigate and answer questions like,
“Four children, how many eyes? … ears? … legs? … You have six R2 coins.
How much money altogether?”

We counted in 2s up to 50.
What do you think the next number
in the 2s counting pattern will be?..
and the next … and the next. How
do you know?

You put your counters out

to find the patterns for counting in 2s, 5s
and 10s. Use tables to show and continue the
patterns for all these counting patterns.

Counting in 2s Counting in 5s Counting in 10s

2 4 6 8 10 5 10
12 14 16

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 Grade 2: Numbers, operations and relationships
• Help learners to use and extend these counting and patterning skills by
posing a variety of practical problems that encourage them to count in
multiples and/or do repeated addition.

Here are examples of some different multiplication types you can use in
Grade 2.

Problem type Examples

Repeated addition a) Mother gives each of her 4 children 2 sandwiches for
their school lunch. How many sandwiches must she make
altogether?
b) There are 4 oranges in each bag. You buy 3 bags. How many
oranges did you buy?
Rate a) You get R3 pocket money each week. How much money do
you get in February?
b) The Dlamini family eats 2 loaves of bread every day. How
much bread do they eat in 3 days?
Grids a) Jabu plants 5 beans in a row. She plants 3 rows of beans. How
many beans does she plant altogether?
b) There are 4 desks in each row. There are 6 rows of desks in the
class. How many desks are there in the class altogether?

• Link your repeated addition work to sharing and grouping by changing

the position of the unknown in the problems. For example, extend the
‘sandwich problem’ by asking related questions like: “For the class outing,
Mother makes 24 sandwiches altogether. How many children can each
get two sandwiches?”.
• Start with small numbers (e.g. 2s then 3s) and gradually build up the
numbers in each group and the number of groups.
• Encourage learners to estimate the result of the problems before they start
working.
• At first, let learners represent their problem solving methods
How many in each row? …
and their solutions concretely by putting out equal groups of How many rows did you make?
objects to represent the different groups. Let them label their … How many altogether in 5
groups with number cards and find the totals. Ask guiding groups of 3?

questions to help learners develop the language to describe

and explain what they do and what they find out.
• Encourage learners to use simple drawings
to show how they count or combine equal Counting in 2s
groups. Show them different ways to label
their drawings. Stress that they must always 2 4 6 8
write the final amount (the answer). The
Repeated addition
written methods you model must match
individual learner’s counting methods. For
example, for the problem, “Four children,
2 2 2 2
how many eyes?”, depending on what 4 4
learners say, you can model counting in 2s or 8
repeated addition as follows:
Repeated addition
At a later stage you can model how
they can use the addition and equals
sign for repeated addition: 2 + 2 + 2 + 2 = 8

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 Grade 2: Numbers, operations and relationships
• To help learners develop understanding of their multiplication number facts, introduce problems
that encourage learners to think about all the different ways to put the same number of objects out
in equal groups. Let them explain their different ways of making equal groups and of writing their
methods to each other.
Ma Kgaladi sells oranges at her fruit stall. Today she has 12 oranges.
She puts the same number of oranges on each plate.
How many different ways can she put out her oranges?

First I tried 2 oranges in a plate. I counted on my fingers... 2 that’s one plate,

4 that’s 2 plates, 6 that’s 3 plates, 8 that’s 4 plates, 10 that’s 5 plates, 12 Good, so under
that’s 6 plates. I drew my plates like this. your plates we
can write this.

2 4 6 8 10 12
Let’s write what you did under your
other drawings. First I made 6 plates with 2 oranges in
Tell me what you did each time. a plate. Five plates didn’t work because
I had oranges over. So I made 4 plates
3 6 9 12 with 3 in a plate… then 3 plates with 4
each … 2 plates with 6 each because I
know 6 + 6 is 12. At the end I put one-
one in 12 plates.

4 8 12 6 + 6 = 12

1 2 3 4 5 6 7 8 9 10 11 12

Now Kevin, tell I used 12 counters each

me what you did time. Let me draw how
I put my counters each
each time.
time.

3 lots of 4 4 lots of 3 2 lots of 6 6 lots of 2

Good idea!
I didn’t think of putting them one-
one like Mpho did. Can I add that
idea to my drawing?

I drew 12 counters and put rings around to show the 3 groups of 4

different groups Ma Kgaladi can make. 4 groups of 3
I wrote the different groups.
I also did not think of 12 groups of one each. 2 groups of 6
6 groups of 2
6
I remembered how we used shapes to break numbers up
for adding. So I used shapes to break numbers into equal
4
3 3
groups. I did think of 12 of one each, but I couldn’t draw a
nice 12-sided shape. 12
12 12
4 4 3 3
You all found different
ways to arrange the Our groups were nearly 6
oranges and to write the same. We found 3
what you did. lots of 4 and 4 lots of 3… Don’t forget my 12 lots of 1. Hey,
Did you notice what then there were 2 lots of I notice that we can turn the
was the same in what 6 and 6 lots of 2. numbers around. So we can also
you all did? say one group of 12.
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 Grade 2: Numbers, operations and relationships

I notice you can turn the Let’s investigate. Mpho

numbers around between and Kevin find out what
sharing and multiplying. 4 What interesting patterns! happens with 6 oranges,
taken 3 times is 12. 12 shared I wonder if you can Tumi and Kelibogile find
between 3 people… they will always turn the numbers out what happens with 24
each get 4 and 12 shared around when you break oranges.
between 4… each will get 3. them into equal groups.

• When your learners become confident with calculating Here is a quick maths way to
write ‘groups of’ or ‘lots of’ or
and recording equal groups, you can introduce the ‘multiply by’. Who can read what
symbols and the standard language (multiply) as short this says? Give me some story
sums for this number sentence.
ways to explain and write what they have done.
4 x 3 = 12
• As learners begin to use this format, look out for learners who make the
common errors of adding the two numbers in multiplication number
sentences. Give these learners more experience of linking the repeated
addition format to the multiplication format.
• Group 12 into fours. Draw the pictures. Write the addition and
multiplication sums.

4 + 4 + 4 = 12

3 x 4 = 12
• You can also show learners how to use tables to record multiplication
patterns and relationships.

weeks 1 2 3 4 5 6 7
days 7 14

How many legs?

1 2 3 4 5 6 7
children 2 4
three-legged 3 6
cooking pots
chairs 4
spiders 8 16 32

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 Grade 2: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Performs mental calculations involving:
a) addition and subtraction for numbers with solutions to at least 20;
b) multiplication of whole numbers with solutions up to at least 20.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Developing mental tasks
As learners build maths knowledge they will gradually become more and
more able to work mentally. To support this growth we should, on a daily
You told me that 2 plus 32 is 34
basis (for about 10 to 15 minutes), present learners with different kinds of and that 42 plus 2 is 44. What do
mental tasks that: you think is the answer to 52 +
2?… to 62 +2?… How about 94 –
• Interest, motivate and challenge them to think and to find their own 2? … 84 – 2 … 74 –2? … 64-2?
ways to calculate mentally.
• Help them to use what they know to see patterns, derive new facts and
ideas and to use and practise their knowledge to solve problems.
• Link their mental activity to the maths concepts and contexts they have
been developing (e.g. money, time, informal measurement, equal sharing
and grouping, adding and subtracting, multiplying). For example, if
learners are working with breaking up numbers up to ten, you may ask: You found out that 2 threes
are 6 and 4 threes are 12…
Can you tell me what 8
? I’m thinking of a secret number. I add 14 to my
threes are? … 16 threes?
number. I get 54. What is my secret number?

There are 44 children in Grade

You can then link this number knowledge to different 2 at this school. Thirty of the
children are boys. How many
kinds of related word problems. are girls?

You can also integrate these sessions to challenge learners to work mentally It is five o’clock. What will the
with aspects of other mathematical contexts. For example, if you are working time be in five minutes? … ten
minutes?… 45 minutes?
with shapes, your mental activity might encourage learners to visualise and
name them.

The object I am thinking of is a box. Four of its faces are

rectangles. One other face is a square.
What shape will the last face be? Draw the last face. Tell
your friend the name of the shape. Find a box like the one I
am thinking of in the classroom.

2. Organising your mental maths sessions

Mental maths sessions should be thinking sessions rather than rote memory or
speed sessions that only require learners to give accurate answers as quickly as
possible. Ensure that everybody in the class becomes involved - not only those
learners with quick recall who may distract everybody else by waving their
hands, clicking their fingers and/or shouting to get your attention. Through your
actions, show that you respect all learners, and aim
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 Grade 2: Numbers, operations and relationships
to build their confidence and ability. For example:
• Provide thinking time during which everybody must think or work quietly.
• Set rules like: “Nobody should put their hand up before I give you the
signal’’ or, “If you know the answers, you can raise your thumb quietly to
show me you have the answer!”
• Call for answers and explanations from anyone – not only those who raise
their hands.
• Let learners discuss and share their different thinking methods with the
whole class.
You are saving
to buy a toy that costs This is how
R27. So far you have I worked it out… I must
saved R13. How much get from R13 to R27. 13 to 20 is
more money do you 7… and another 7 to get to 27… so
need? that’s R14 more altogether!

10 from 27 is 17…
and another 4 back gets
me to 13. So I need R14.

Working mentally also helps learners improve their

calculating speed. Think, for example, how much quicker the
invented methods that the learners in the example used are
than if they were to write a calculation like this:

• Show that you accept different ways of thinking – as long as they make
sense.
• As learners develop ways to calculate and solve problems, encourage
them to speed up their responses.
• Let learners write only the answers on a scrap of paper, or on a small
white board or a slate. Ask questions one by one, allowing learners time to
think. Show learners how to write their answers in an organised way (e.g.
numbering their answers). Learners can hold up their boards after each
question – when you give the signal. This encourages all learners to think
and it helps you to assess learners’ performance informally.
• Once learners can read fairly fluently, present a series of linked
questions in written form (e.g. on work cards). Learners can then work
independently or in small groups to write the answers.

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 Grade 2: Numbers, operations and relationships
Vocabulary
Note: If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• number names (one, two, etc.)
• ordinal number names (first, second, third, etc.)
• more , less, fewer, as much as, a little, a lot
• same, different
• equal, about, nearly, none
• total, altogether, count
• cents, rands, exchange
• pieces, parts, share, group, share equally, share between, among
• equal shares (or parts)
• break up
• estimate
• put together, add, build up, break down, take away, subtract, (minus)
• double, halve,
• number names up to 100
• count in tens.

Grade 2 – add the following to the Grade 1 vocabulary:

• fives, twos, odd numbers, even numbers
• fraction names e.g. half, halves, quarter(s), fourths, thirds, fifths, sixths, one and a half, two and a
quarter
• wholes, parts, pieces, left over, remains, remainder
• twice, three times (etc), multiply by.

Grade 3 – add the following to the Grade 1 and 2 vocabulary:

• number names up to one thousand
• tens, units, ones
• twenties, twenty-fives, fifties, hundreds.

Resources
• objects in learners’ environment, different counters (e.g. bottle tops, beans, used matchsticks,
plastic shapes, pencils, washing pegs, buttons, unifix blocks, leaves, sticks, stones)
• body parts (eyes, ears, limbs, fingers)
• number tracks and number lines
• number charts or boards, number cards
• sandpaper numbers
• play money
• worksheets
• calendars
• number spinners.

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page 139
 Grade 2: Patterns, functions and algebra
Grade 2:
Patterns, functions and algebra
The learner will be able to recognise, describe and represent patterns and relationships as well as to
solve problems using algebraic language and skills.

Skills and knowledge

The learner:
■■ Copies and extends simple patterns using physical objects and drawings.
■■ Creates own patterns.
■■ Describes observed patterns.
■■ Identifies, describes and copies geometric patterns in natural and cultural artefacts of different
cultures and times.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
Beginning with patterns
Young children encounter patterns in many different situations as they venture
out into the world. From early on they observe both natural and man-made
patterns and find their own ways to describe and make meaning of them. And get bigger
Patterns help them to order their world and experiences. The rings go and bigger.
round and round
and round.
As educators, our challenge is to find opportunities to expose our learners to
many different kinds of patterns and to design learning experiences where they
can investigate these patterns further, both in the Mathematics class as well as in
music, art and language classes.

The activities you design should help learners to:

• see the relationships between the elements of a pattern;
• identify similarities and differences in patterns;
• observe how patterns repeat, change or grow in different ways.
If you count the rings
you can find out how
old the tree was.
Through these experiences your learners will develop the vocabulary and
language they need to communicate, share and build on their pattern
experiences and apply what they have learned to other learning areas and
contexts.
So here the patterns
are the same, but this log
While we have separated the activities in the unit into shape and number has more rings so it must
patterns, it is obvious that shape patterns intersect with number patterns. For be older than that one.

example, as learners count and compare how many shapes or pictures there are
in different designs and patterns, and look for rules in their structure , they are
using different number skills and finding out about number relationships.

Also refer to our Shape and Space activites for ideas about ways to intergrate
shape and pattern work. For example, learners can develop understanding of
how to use patterning techniques to construct symetircal shape patterns.

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 Grade 2: Patterns, functions and algebra
Preparing the classroom
Display weather charts, calendars, birthday charts and life cycle charts in
your classroom. By observing and interacting with these, learners will come
to understand about growth patterns and natural patterns that occur in ever-
repeating cycles.
Point out how a calendar is arranged in a pattern, where the days repeat
themselves in cycles of 7.

Mon Tues Wed Thurs Fri Sat Sun

1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20

Ask learners to subtract the top date from the bottom date in each row and
to try and explain why the answer is always 7. (Because the calendar week
is arranged in a repeating cycle of 7 days.)
Pattern posters
Collect pictures that contain different kinds of patterns – ones that contain
patterns made by people (including cultural patterns), as well as pictures
containing natural patterns.

Here are some examples to include:

Natural patterns

The symmetrical pattern of a leaf. Wind patterns in the sand. Patterns in flower formations.
Made patterns

Symmetrical designs in African artefacts. Patterns found in different clothing and textiles.

Talk about the different kinds of patterns, encouraging learners to describe

their unique features, their similarities and differences. Ask them to look out
for examples of different patterns in the classroom, e.g. brick patterns, tiling
patterns, roof patterns and patterns in window frames.

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 Grade 2: Patterns, functions and algebra
Gift wrap patterns
Collect examples of different kinds of gift wrapping or wall paper and have
learners work in groups to investigate and talk about the different
All the rows are the same.
patterns they see. Make time for each group to share their patterns In each row, first the curly design
points left, then right, then comes the
with the rest of the class. circle. Then the curly design points left,
then another points right and then
the circle again.

ÐÑ ÐÑ ÐÑ ÐÑ ÐÑ
ÐÑ ÐÑ ÐÑ ÐÑ ÐÑ
ÐÑ ÐÑ ÐÑ ÐÑ ÐÑ

«¥¥«¥¥«¥¥««¥¥«¥¥«¥¥
«¥¥«¥¥«¥¥««¥¥«¥¥«¥¥ In our pattern each row is also the same. But
our pattern is made from a star, two circles,
a star and two circles, another star and two

«¥¥«¥¥«¥¥««¥¥«¥¥«¥¥
circles, then a big star in the middle. Then the
same pattern carries on like before. The big
star is in the middle of the row.

Also try to include examples of shapes and pictures

that are arranged where there’s no particular pattern
- other than that the same set of pictures might repeat
themselves in one sheet of paper.

Learners should be able to explain differences between non-patterns like these,

made with a random arrangements of shapes or pictures and the previous examples,
where there is a definite pattern formed by a sequence of repeating pictures or
objects.

Drawing and copying patterns

Give learners plenty of opportunities to reproduce their own patterns by drawing
them, painting them using lino-cuts, potato cuts or stencils and then describing and
comparing the patterns they’ve made.

Growing patterns
In nature
Log patterns or the pattern formed by rings of water are examples of growing
patterns in nature. The rings from the centre outwards get bigger each time:

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 Grade 2: Patterns, functions and algebra
Out and about
Take a walk together around the school grounds to look for different kinds
of patterns - both natural and made by humans. Give different learners the
chance to describe and compare the patterns using their own language and
vocabulary.

In a follow-up art lesson, let learners draw and make models
of some of the patterns they observed outside using different
materials like pencils, kokis, paints, paper strips or clay.

Patterns and rhythm

• Begin a rhythmic pattern by clapping and stamping your feet and then
ask learners to join in:
clap, stamp, stamp, clap (pause) clap, stamp, stamp, clap (pause)
Learners can then take turns to make up their own clapping and
stamping patterns that the rest of the class or group must copy and
repeat.
• Play a scale up and down on a piano, recorder or harmonica. Ask
learners to sing along with you and try to ‘feel’ the pattern in the melody
as they do.
• Play a piece of music or sing a song that your learners know well. Have
them clap or stamp out the beat as they do so. Choose another piece
with a slower or faster beat. Ask them to talk about the differences
between the two beats.
Linking rhythmic patterns to shape patterns
• Ask learners to find ways to represent their clapping and stamping
patterns using different shapes or colours. For example they can show the
pattern:

clap clap stamp clap clap stamp

1 1 2 1 1 2

or stamp, stamp, clap, clap, clap like this:

stamp stamp clap clap clap stamp stamp clap clap clap
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 Grade 2: Patterns, functions and algebra
Let learners take turns, where one learner makes up a clapping pattern and
the rest of the group has to copy the pattern as they hear it, using plastic
shapes or by drawing the shapes.

Patterns in shape and number

In shape and number related patterns, a growing pattern shows a change in
the number of elements of a pattern. The change can be either an increase or
a decrease.
For example, in the case of these squares, there is an increase in the number
of shaded squares in each column:

Here, there is a decrease in the number of shaded squares:

ò ò ò ò ò ò ò ò
Give learners grid paper to design their
own examples of growing patterns that ò ò ò ò ò ò ò ò
show both increases and decreases. They
can use dots, crosses or other symbols. ò ò ò ò ò ò ò ò

ò ò ò ò ò ò ò ò
Growing patterns can also mean an
increase or decrease in the size of the ò ò ò
elements of the pattern. ò ò

An increase in the size of the elements: ò

{ { {{{
A decrease in the size of the elements:

{{{{ {

Let learners draw examples to show both of these types.

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 Grade 2: Patterns, functions and algebra
Rotational patterns
Using shapes or drawings, show learners some examples of rotating patterns,
where the object turns a full circle from its starting position to its end position.
This is an informal introduction to transformations that learners look at more
closely in Grade 4.

H E I @ H º ¼ » ½ º ¼ » ½
Talk about the patterns and how the shape moves each time.
Give each learner a set of triangles of the same size to make their own
rotational patterns.
They should try to describe the direction of the turn each time. They can use the
point or apex of the triangle as their point of reference. Follow up with written
activities, where learners have to draw the next or missing turn of the shape in
the sequence, or choose which one goes next.

For example, draw the two shapes that come next in the pattern:

∫ º ª Ω ∫ º ª ____ ; ____

Which hand goes next? Tick ( ) the correct one:

H E I @ ___
A H B @ C I
Drawing line patterns
Begin a pattern like this on the board:

Give learners turns to come to the board and continue the pattern. Let others
choose ways to describe the pattern in their own words. For example:
curve, curve, line; curve, curve, line; curve, curve, line; …

Hoop, hoop, line; hoop, hoop, line; hoop, hoop, line, …

Adapted from Marilyn Burns, About Teaching Mathematics, A Maths solutions Publication

Bead patterns
Give learners more opportunities to copy and create their own patterns using
beads or similar threading materials. They may form their patterns by repeating
colours, shapes, sizes or a combination of repeating elements. For example:
Repeating patterns

ææ ææ ææ ØØ æ ØØØæ
ææ Øæ ØØØ
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 Grade 2: Patterns, functions and algebra
A growing pattern A growing and shrinking pattern

ØØØ ØØØ ØØ Ø ØØ Ø ØØØØØ

Allow time for learners to discuss and compare the patterns they make. They should
explain how the pattern ‘works’, what elements it is made up of and how the pattern
repeats, grows or changes. Encourage them to use words like: starts again, over and
over, one more time, etc. If they are using beads of identifiable shapes, encourage
them to name the shapes using both descriptive and mathematical language.

Group challenge
Give each group a collection of beads of different colours and sizes and ask them
to use up as many of the beads as they can to make the longest possible pattern.
The same pattern must repeat itself over and over at least 4 times. Groups can then
compare their patterns and count how many beads they used in total.
Using shapes to build patterns
Give out paper or plastic shapes that learners can use to design their own patterns.
Always encourage them to describe the different shapes and patterns using both
informal and more precise mathematical vocabulary.

For example:   Our 2 shapes repeat over

and over again. Our pattern
is only made with 2 shapes,
squares and triangles

 We used 3 shapes

in our pattern; circles,
squares and triangles.

 lso encourage them to use ‘position’ vocabulary like first, second,

A
last, next, the one before, after and in between to describe their different
patterns.
Representing the same pattern in different ways
Show learners different ways to describe the same pattern using letters, colour
names and rhythmic names. vvvv

For example:

√ æ √ √ æ √
a b a a b a

√ æ √ √ æ √
grey black grey grey black grey

√ æ √ √ æ √
clap stamp clap clap stamp clap

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 Grade 2: Patterns, functions and algebra
Growing patterns and number relationships
Design a worksheet with examples of patterns that ‘grow’ in different ways.

Increasing patterns
For example:

a){ {{{ {{{{{ {{{{{{{

The number of flowers increases by 2 starting with 1, producing a sequence of
odd numbers.

b) {{ {{{{ {{{{{{
The number of flowers increases by 2 starting with 2, producing a sequence of
even numbers.

c){ {{ {{{{ {{{{{{{{

This is a doubling pattern starting with 1.

d){{{{{{{{ {{{{ {{ {
This is a halving pattern starting with 8.

To help learners uncover the rules for themselves, let them start by counting the
number of flowers in each group of the pattern. Ask questions like, “How many
flowers in the first group, the second, the third…?” Now have them write the
numbers under each group and then see if they can explain each rule, based on
the number patterns that they see.

{ {{{ {{{{{
1 3 5

{{ {{{{ {{{{{{
2 4 6

{{ {{{{ {{{{{{{{
2 4 8

Have them then predict how many flowers will be in the next group or, for the
last example, in the group that comes before the first one shown.

From here they can extend the pattern further by writing out the number
pattern, without drawing more flowers:

1; 3; 5; 7; 9; 11; 13; 15; 17; …

2; 4; 6; 8; 10; 12; 14; 16; 18; …

1; 2; 4; 8; 16; 32; 64; …

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 Grade 2: Patterns, functions and algebra
Decreasing patterns
Also give them similar examples of images where the number patterns show change in
a decreasing order. For example:

Pattern A:

••••••• ••••• ••• •

This pattern begins with 7 and decreases by 2 each time – odd number sequence.

Pattern B:

•••••••• •••••• •••• ••

This pattern begins with 8 and decreases by 2 each time – even number sequence.

Pattern C:

•••••••••••• •••••• •••

This is a halving pattern.

Encourage learners to count the number of objects in each group, and then write the
numbers underneath to see what the corresponding number patterns are. This will
help them to decode the patterns.

Ask them to say how many rectangles will come one or two places before the first
group shown. They can also extend each pattern, this time by writing the numbers
only rather than drawing the pictures.

If you extend the number patterns for Pattern A, B and C above, you will get:

13; 11; 9; 7; 5; 3; 1.
16; 14; 12; 10; 8; 6; 4; 2.
48; 24; 12; 6; 3.

Now let learners draw, or use counters or objects, to make their own increasing or
decreasing patterns. Encourage them to talk about the different patterns. They should
try to make and explain predictions about how many objects come before or next
in a sequence. In this way you will help them to develop the vocabulary they need
to describe the patterns using the numbers in each ‘group’ and their positions in the
sequence.

More about position

• Talk about an example like this where each part of the pattern is numbered
according to its position in the sequence.

   
1 star 2 stars 3 stars 4 stars
Position 1 Position 2 Position 3 Position 4

Here the number of shapes and their position in the sequence is the same.
There is 1 star in position 1; 2 in position 2; 3 in position 3; 4 in position 4 and so on.

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 Grade 2: Patterns, functions and algebra
Here, the position number is one less than the number of elements in the
pattern.

   

2 stars 3 stars 4 stars 5 stars
Position 1 Position 2 Position 3 Position 4

Ask questions that help learners generalise the rule for a pattern like this.
For example:
“So for 7 stars, what will the position number be? For 34 stars what will
the position number be? And for 199 stars?”

They should be able to tell you that the position number will always be
one less than the number of stars in each group, because the pattern
starts with 2 stars, not 1.

Then turn the question around by asking: “So how many stars do you
need for position number 33, number 189?”

They should be able to tell you that they will always need one star more
than the position number.

Give learners practice making up their own patterns by drawing shapes

or pictures or using counters or other concrete apparatus. They should
show examples where the position number is both the same as the
number of elements in the pattern or more or less than the number of
elements. Make time for them to discuss and compare their patterns. Ask
In my pattern,
questions that help them to predict the number of elements that come there are 3 triangles in
Number 1, 5 in Number 2
before and after and to generalise rules for the different patterns they and 7 in Number 3.
create.

1 2 3

So now can So if you carried on your pattern up to

you explain your position number 20, how many triangles
pattern? will you need for position number 20?

There are 2 more

triangles for each Mmm… that must
position number. be 20 and 2, that
makes 22!

And if you think of it the other way

around? What number in the pattern will
you be at when you have 30 triangles?

That must be 2 less,

so number 28.

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 Grade 2: Patterns, functions and algebra
Skills and knowledge
The learner:
■■ Copies and extends simple patterns using physical objects and drawings.
■■ Copies and extends simple number sequences to at least 200.
■■ Creates own patterns.
■■ Describes observed patterns.

Suggested activities
Introducing number patterns
For young learners to understand our number system, they need to learn about both
how we put numbers in order (their ordinal value) and the value of each number (each
number’s “how muchness” or cardinal value). The way we sequence numbers, how
we group them in tens and in multiples of tens, and identifying which digits repeat
themselves in a counting cycle, can best be learned and understood by looking for
‘patterns’ in the structure of the numbers. Work with number patterns should not happen
in isolation, but should be integrated with other number work where learners sequence,
order and write numbers, group them in different ways and do number calculations.
Training learners to observe and use patterns as they work will help them to develop a
deeper number sense and confidence in manipulating numbers.

From Grade 2 learners are expected to know, read and write number symbols from 1 to
200.
But even in Grade 1, from the time they begin to work with 2-digit numbers, learners
also begin to explore place value relationships and patterns. Learners need to:
• know the order in which we write and say the numbers;
• develop an understanding of the values of the numbers;
• recognise patterns in the number sequences;
• be able to compare smaller or bigger numbers, in a counting sequence, or as part of a
group of numbers.

Kinds of number patterns

Just as for shape patterns, there are different kinds of number patterns that either repeat
or change (grow) from bigger to smaller and from smaller to bigger. It is important
that you expose your learners to all of these kinds of patterns. As they become more
numerate, they will be able to explore patterns within an extended number range of 1 to
200.

Here are the common kinds of number patterns we want learners to explore.
Repeating patterns
21 22 23 21 22 23 21 22 23 ….

Growing patterns
131; 132; 133; 134 ; … The numbers increase by 1 each time.
122; 124; 126; 128; … The numbers increase by 2 each time.
199; 198; 197; 196; … This is also a growing pattern, but the numbers decrease in size.
3; 6; 12; 24; 32; … This is a growing pattern that uses doubling.
160; 80; 40; 20; 10; 5 … This is a growing pattern that uses halving
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 Grade 2: Patterns, functions and algebra

Place value patterns The last number

stays the same but
the first numbers go
In Grade 1 learners begin to look for place value patterns in 2-digit from 1 to 9.

numbers.
Yes the 1s stay
the same and the
11 21 31 41 51 61 71 81 91 10s get bigger.

Once they are in Grade 2, learners need to know how to sequence and
order numbers up to 200 and do calculations and comparisons with
numbers up to 99. Using patterns can help them with all of these
processes.

In this example, Luna is trying to write the numbers from 110

to 190 from memory. She gets stuck at 160. But then she

16 120
11
remembers the pattern!

0
0
17 130
0
18 140
0
She knows the ones digit is always 0 and the hundreds digit

19 150
is always 1. Looking back to where she started, she sees a

0 …
pattern: the 1s digits and the 100s digits remain the same,
but the 10s digit increases by 1 each time. This helps her to get
‘unstuck’ and to finish the sequence of counting in 10s up to 190.

As learners learn to count forwards and backwards from 1 to 100, help them
to see that there is both a growing pattern in the 10s digits and a cyclical Let’s count in 10s from
10 to 200. Now let’s write
repeating pattern in the 1s digits. the numbers down like this.
Then we’ll look to see what
patterns we can find.
121; 122; 123; 124; 125; 126; 127; 128; 129; 130;
131; 132; 133; 134; 135; 136; 137; 138; 139; 140

Encourage learners to make this discovery on their own by answering

questions about the different digits and the patterns they see.
In the first row up to 100, In the second row,
each number has 2 digits, the middle number keeps
one for 10s and one for 1s. changing. The others stay Because that’s
The 10s get bigger by the same. the 10s digit and
1 each time! we’re counting
in 10s .

And why is that?

Give more examples where they have to think about the patterns in each
number and the values of the digits in a given counting sequence.

10 20 30 40 50 60 70 80 90 100

110 120 130 140 150 160 170 180 190 200

Number grid patterns

Give learners practice looking for place value patterns on their number grids. Use
the numbers 1 to 100 and 101 to 200. Let them investigate which digits change
and which stay the same as they count along the rows and down the rows, always
making time for them to explain the patterns they see.

First look back to the suggestions for activities in Grade 1 and make sure learners
can do these patterns, building up from 1 to 100 and then moving on from 101 to
200.
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 Grade 2: Patterns, functions and algebra
Using blank number grids
Start off by using blank number boards to identify patterns with the learners.

Count the blocks in the first two rows

going across. Write in the numbers as
you count. Carry on until you get to 200.
Check with your friends to see you have
the right numbers.
So what patterns do you notice when you
go across the rows? What patterns do
you see going down the rows?

The last number in each row always ends in 0.

The middle numbers change in each of the next rows.
The 1s always go up from 1 to 9 and then end with 0.
The first number only changes when you get to the
last block … that’s 200.

Using ‘filled out’ number boards from 101 to 200

Begin by having learners read and point to the numbers as they say them.

101 102 103 104 105 106 107 108 109 110 Ask guiding questions to reinforce
what learners have found from
111 112 113 114 115 116 117 118 119 120 working with the blank boards, to
121 122 123 124 125 126 127 128 129 130 draw their attention to the different
grouping and counting patterns and
131 132 133 134 135 136 137 138 139 140 to help them understand why these
patterns occur.
141 142 143 144 145 146 147 148 149 150

151 152 153 154 155 156 157 158 159 160 Count how many
numbers there are in
each row? Why do you
161 162 163 164 165 166 167 168 169 170 think we put 10 numbers
in each row?
171 172 173 174 175 176 177 178 179 180
Look across the board.
181 182 183 184 185 186 187 188 189 190 What patterns do you see in
the numbers?
191 192 193 194 195 196 197 198 199 200 Look down the board. What
patterns do you see in the
numbers?
191 92 93 94 95 96 97 98 99 200

Learners should explain which digits and values stay the same and which change
when they read the numbers across the rows.

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

and down the rows….

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 Grade 2: Patterns, functions and algebra

101 102
When you count
111 112 across, you add 1 each
time so the 1s digit
121 122 gets bigger.

131 132 When you count down you

are counting in 10s, so the 10s
digit gets bigger and the 1s
141 142 digits stay the same.

151 152

161 162
Ask learners to draw the next row of numbers or the next column of
numbers, without looking back to their number boards, but by following the pattern
171 172
of the first two rows and columns shown.
181 182

191 192

Addition and subtraction patterns

Design work cards like these for learners to complete as mental maths activities, which they
can do by following the patterns they observe.
For the first two work cards they should be able to say how the value of the 1s digit
increases by 1, while the value of 10s digit remains the same, except for when they have
to add 10. For the next two work cards they should notice how the value of both digits
decreases by 1 each time and follow the pattern to find quick answers.

40 + 1 = 50 + 1 = 40 - 1 = 50 - 1 =
40 + 2 = 50 + 2 = 40 - 2 = 50 - 2 =
40 + 3 = 50 + 3 = 40 - 3 = 50 - 3 =
40 + 4 = 50 + 4 = 40 - 4 = 50 - 4 =
40 + 5 = 50 + 5 = 40 - 5 = 50 - 5 =
40 + 6 = 50 + 6 = 40 - 6 = 50 - 6 =
40 + 7 = 50 + 7 = 40 - 7 = 50 - 7 =
40 + 8 = 50 + 8 = 40 - 8 = 50 - 8 =
40 + 9 = 50 + 9 = 40 - 9 = 50 - 9 =
40 + 10 = 50 + 10 = 40 - 10 = 50 - 10 =

Give other examples where learners have to add or subtract the same number from
numbers that increase or decrease by 10, but that are not whole 10s. After working out the
first couple of examples, they should notice the pattern and be able to find the rest of the
answers quickly.

41 + 11 = 52 . 41 - 11 = 30 12 + 13 = 25 98 - 9 = 89
51 + 11 = 62 51 - 11 = 40 12 + 23 = 35 88 - 9 =79
61 + 11 = 72 61 - 11 = 50 12 + 33 = 45 78 - 9 = 69
71 + 11 = 82 71 - 11 = 60 12 + 43 = 55 68 - 9 = 59
81 + 11 = 92 81 - 11 = 70 12 + 53 = 65 58 - 9 = 49

Make work cards with different examples of activities like these. Work cards are useful
because you can adapt the text book activities to meet your own learners’ needs. You can
also design work of different difficulty levels for learners who are functioning at different
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 Grade 2: Patterns, functions and algebra
levels. Learners can also choose whether they need the support of concrete aids to help them
complete the work cards, or whether they are able to work mentally. According to the needs
of your different learners:
• make the worksheets shorter or longer;
• use bigger or smaller numbers;
• use other patterns.
Grouping patterns
Skip counting lays the foundation for working with number groups and doing calculations
that involve both grouping and sharing (multiplication and division). To build these skills
up gradually, give learners opportunities to lay out one given number in different ways, by
grouping counters, or on grid paper, drawing dots in equal rows. Then talk about the different
patterns they get. Let them start off with small numbers like 10 and build up to bigger
numbers.

Ask learners to lay out the counters in equal rows going across or down and then describe the
pattern they get.


I put out 5 counters I put out







2 times, which gave 2 counters 5 times,

me 10 altogether.  which also gave me
 10 altogether.

 his kind of investigation will help build learners’ understanding of the commutative nature of
T
multiplication (5 x 2 = 2 x 5). Both arrangements represent the same number, even though the
counters in the rows and columns are ‘switched around’.
Follow up by writing two multiplication sentences, e.g. 5 x 2 (5 put out 2 times), for the first
one and 2 x 5 (2 put out 5 times), for the second one. Talk about the difference in meaning,
even though the answer is the same in each case.

L earners can then repeat this activity for larger numbers. Give them examples of numbers that
have several factor pairs that then produce a variety of possible arrangements using the same
number of counters, e.g. 12; 24; 36; 48.

 ake time for them to discuss and share their different representations, and then ask them to
M
say which multiplication sentence matches their arrangements.


I counted out 24 counters. I made a pattern l also counted out 24 counters. 
 using 4 counters in a row. There are 6 My pattern has 6 counters in
rows in my pattern. So that is the same as a row. There are 4 rows in my 

4 put out 6 times or 6 x 4 = 24 pattern. So 4 x 6 = 24 
 
 

I also counted out 24  I also counted out 24 counters.
counters. My pattern has  My pattern has 8 counters in a

3 counters in a row. Here  row down this way. There are
are 8 rows in my pattern.
 3 rows in my pattern. So that
So that means 3 x 8 = 24   means 3 X 8 = 24


Skip counting on the number board
By Grade 2 learners are expected to count on (skip count) in groups of 2s, 5s and 10s.
They can use the number board to help them do this and then explore the patterns they get
for the different groups of numbers (multiples).
You will need enough number boards so that learners can use them for counting on in
different groups and then for shading the numbers they counted.
page 154
 Grade 2: Patterns, functions and algebra
Beginning with the 10s pattern, their boards will look like this:
1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 50 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

For the 5s pattern, their boards will look like this:

1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 60 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

For the 2s pattern:

1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 50 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

In each case, ask learners to read the numbers they shaded. Then ask
questions that help them to talk about the different patterns, to compare the
patterns for different groups, to see which numbers occur in more than one
group and to generalise the rules for each pattern to bigger numbers that
aren’t shown on the boards.
What numbers do the numbers in
the 10s pattern end with?
What numbers do the numbers in
To help them generalise rules for the 2s, the 5s pattern end with?
5s and 10s patterns, ask questions like: Which numbers are both in the 10s
pattern and the 5s pattern? (the
“Busi says the number 236 is in the 5s pattern. multiples of 10)

Is she correct? How do you know?”

“Mahmud say 560 is in the 5s and the 10s pattern.
Is he correct? How do you know?”

Ask them to say which numbers occur in all 3 patterns. (the multiples of 10)
Ask them if a number like 235 or 238 is in the 2s pattern and to say how
they know.
page 155
 Grade 2: Patterns, functions and algebra
Written practice
Once learners have done lots of work with the number boards, and can read and
say the numbers in the different patterns, give them written exercises to consolidate
what they have learned. Use examples where they have to extend a pattern you start
for them, fill in missing numbers left out in a sequence or identify numbers that don’t
belong in a given pattern sequence.

a) 110; 120; 130; ____ ;____ ;____

Extending the pattern

b) Write all the numbers in the 10s pattern between 120 and 190.
Writing a pattern sequence for a given range.

c) 120; ___; 140; ___; 160; 170; ___; 190

Finding the missing numbers

d) 120; 130; 140; 150; 160; 170; 180; 185; 190; 200
Circle the number that does not belong.

e) Which of these numbers is in the 2s pattern, the 5s pattern and the 10s pattern?
125 132 140 164
Finding patterns that converge

f) Which of these numbers is in the 10s pattern?

134; 450; 655; 789
Generalising the pattern to larger numbers.

Give learners lots of practice examples like these that cover the 2s, 5s and 10s
patterns.

Vocabulary
Grade 1, 2 and 3:
Repeating pattern; language to describe patterns, e.g. position words - right, left, first, second, last, next,
the one before, the one after; shape and colour words; increase or grow, decrease or shrink; doubling;
halving; rows and columns.

Resources
Pictures of patterns in nature, in drawings, clothes, paving, houses etc; pattern posters if possible;
musical instruments to make rhythm patterns; cut-out shapes for making patterns; beads, seeds, threading
string etc; potato prints or stencils; paints; glue and scissors; coloured paper; counters; number dot cards;
number cards; grid paper; number boards and blank number boards; weather charts, timetables, life
cycle charts etc; wrapping paper or wall paper

page 156
page 157
 Grade 2: Shape and Space (Geometry)
Grade 2:
Shape and Space (Geometry)
The learner will be able to describe and represent characteristics and relationships between two-
dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Skills and knowledge

The learner:
■■ Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the
school environment and in pictures including:
a) boxes (prisms), balls (spheres) and cylinders;
b) triangles, squares and rectangles;
c) circles.
■■ Describes, sorts and compares two-dimensional shapes and three-dimensional objects in pictures
and in the environment according to:
a) size;
b) objects that roll or slide;
c) shapes that have straight or round edges.
■■ Observes and builds given two-dimensional shapes and three-dimensional objects using concrete
materials (e.g. building blocks, construction sets and cut-out two-dimensional shapes).

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
1. Working with 3-D objects
Straight and curved
Learners work in groups. Give each group two plastic circular hoops
or frames and a pile of 3-D blocks: some with only straight sides,
some with only curved sides and some with both straight and curved
sides. They should place the hoops so that they overlap and sort the
groups into three sets, A, B and C; A for objects with straight sides, A: Straight sides B: Both C: Curved
B which is the overlapping space, for objects with both straight and
curved sides and C for objects with only curved sides.
Sliding and rolling
Using the same 3-D blocks that learners sorted above, ask them to first predict
and then test to see which of them roll and which of them slide. Talk about why
this is so, encouraging them to use words like smooth, straight, round, edges,
surfaces and corners.
Once they have done this, give them a worksheet that you have prepared with
drawings of an assortment of objects, like balls, boxes, cylinders, wheels and have
them sort them into two groups and write the words ‘slide’ or ‘roll’ next to each
object. Or they could merely draw a circle around the objects that roll and a square
around the ones that slide.
Ask learners to draw two more examples of objects that roll and objects that slide.

page 158
 Grade 2: Shape and Space (Geometry)
2. Moving from 3-D to 2-D
Investigating faces
Collect a variety of empty food and household cartons that learners Faces of objects

can investigate and break up. They should start by examining the
boxes and looking at them from all their different sides, describing
what shapes they see. Introduce the term ‘face’ again, as the name
we give to the flat surfaces of a 3-D object.

As most of the boxes you collect will be made up from both squares and
rectangles, now is a good time to talk about the differences between the two.
It is important that learners see squares as belonging to the class of shapes we
call rectangles.
Learners should understand that squares are a special kind of rectangles with
both pairs of opposite sides the same length.

Learners can then undo their boxes and check to see what they look
like when flattened out and count and name the different faces.
They can then see how their boxes fold back together
again and check where all the different faces they
counted appear.

This box has 5 faces.

Two of the faces are triangles
and the other 3 faces
are rectangles.

Tracing around faces

Learners work in groups. Give each group a selection of
prisms and cylinders and a large sheet of paper. Use any of
the different blocks from your sets of blocks to again point
out what we mean by the terms ‘faces’, ‘edges’ and ‘corners’.

Use a cylinder to demonstrate that objects with curved

surfaces have curved edges and no corners. Talk more about
cylinders and ask learners to say how else they differ from Faces of a cube
the rest of the blocks in their sets. They should be able to
explain that all the faces of a cylinder are curved; that there
is only one side face that ‘wraps around’ itself, and that the Faces of a
Faces of a
bottom and top faces are circles (if the cylinder is closed and rectangular
triangular
solid). prism
prism

Faces of a closed
Now let each learner choose a different shaped block from cylinder
the set on their table, and trace around all its faces.
Help them to label each shape when they are finished.
Naming 2-D shapes
Choose one example of each kind of block that learners traced around to put
up on the board. Have a whole class discussion where learners discuss which
shapes make up each block, using the correct mathematical names. They
can copy each of the different examples in their books and label each of the
faces with their correct name (circles, triangles, rectangles or squares).

page 159
 Grade 2: Shape and Space (Geometry)
As they will not have been able to trace around the sides of the cylinder, See Resources,
use a cardboard model of a cylinder to show how its sides are formed from p373, for cards you
a rectangle folded and joined to form one continuous curve. can copy for your
learners.
Sorting prisms
Give each group of learners an assortment of
three different shaped prisms that includes
Blue block Yellow block
cubes, rectangular, and triangular prisms. Do 6 sides Red block 5 sides
not introduce the formal terms yet. Rather hold 82 square
pointy corners
sides
6 sides
8 pointy corners
6 pointy corners
2 sides are triangles
up an example of each of the three objects in 4 sides are rectangles all sides are squares 3 sides are rectangles

turn. Let learners tell you all they can about We see one thing
Some of the shapes
each kind of object. Let volunteer learners write all their of the faces are the same that is the same about all the
boxes. The two end faces of each
and some are different.
ideas up on a class chart. Now ask learners to work in their The faces of the red box box are the same
shape as each other…
are all squares.
groups to sort their objects into three groups. Let groups the red and the
The blue box has 2
discuss and check each other’s sorted groups. squares and 4 rectangles. The
blue boxes have square end
faces, the yellow box has
yellow box has 3 rectangles
Next ask them to use their own informal language to tell and 2 triangular faces.
triangles at the
two ends.
you in what way the three different groups of blocks are the
same.
Then introduce the term ‘prism’.
Mathematicians call all boxes that have two ‘end’ faces
that are the same shape, prisms. These two identical shapes must
be joined by shapes that have straight edges.
To reinforce this understanding, prepare a worksheet that has examples of
both prisms and non-prisms. Learners should mark which ones are prisms
and which ones are not. Have a whole class discussion to summarise their
findings. Support struggling learners by letting them check their ideas on
examples of concrete objects as you ask guiding questions.
Shape riddles
Make up shape riddles based on the different kinds of prisms and cylinders
they’ve been working with. For example:
• I have two circles at the ends and one curved face. What am I? (a cylinder) 6

• I have five faces and three of them are rectangles and the opposite 1
2

ends are triangles. What am I? (a triangular prism)

• I have six square faces that look the same whichever way
you turn me. What am I? (a cube)

Guess the shape This box has 5 faces.

Arrange a collection of 3-D blocks or cartons on the table. They should include Two of the faces are triangles
and the other 3 faces
square, rectangular and triangular prisms, spheres (balls) and different sized are rectangles.
cylinders. For each object prepare a card with the name of the object written
clearly.
Put a cloth over the objects so that they are hidden from the learners’ view. Give
learners from each group turns to be blindfolded and choose any of the objects
from under the cloth. They must then describe the object they choose in as much
detail as they can. Ask questions to guide them. For example: “How many faces
does it have? What shapes are they? Which faces are the same? Does your object slide or
roll? Do you know the name of the object?”
Once the learner has said all he/she can about the object, take off the blindfold and let
the learner see if he/she described and named the object accurately. The whole class can
then help you decide which of the labels to use to name the object. Paste the label on the
object or put it against the object on a display table. Give more learners the chance to be
blindfolded and choose, describe and name the rest of the objects that are covered.
page 160
 Grade 2: Shape and Space (Geometry)
Miming 3-D objects
Tell the learners that you are going to describe a particular object without
saying anything . They must be quiet and watch your movements. Pretend
that you have a large cube in your hands. With hands outstretched, feel
around the edges. Show the front, back and sides. Point out with the
movements you make all its edges, faces and corners. Then have the learners
say what shape you have been miming. Let them explain how you showed
the faces, edges and corners.
Learners can then repeat the same activity. In their groups, they can mime out
the features of different 3-D objects and 2-D shapes in the same way.
Labelling 3-D objects
Once you have completed several investigations like these, you can then
place more emphasis on getting learners to learn to say and write the
mathematical names and terms we give to these shapes and their properties.

To help them, prepare cards for the wall or board that have pictures of each
object with their labels written
clearly underneath. Learners can circle semi-circle triangle rectangle square
practise reading the names and
writing them correctly. Ask guiding
questions to help learners work out
sphere hemi-sphere cube triangular 1_ -sphere
why the triangular prism and the square prism prism
2
square prism are so called.

Ask them to say what they think a

rectangular prism looks like. Add open cylinder closed cylinder edge face corner
drawings of different rectangular
prisms to your display.
Include these names and drawings in your set.

3. Working with 2-D shapes

Straight and curved

On the board, draw and colour with chalk three
examples of closed 2-D shapes – one with only
straight sides, one with only curved sides and one
with both straight and curved sides.

Now ask learners to draw similar shapes following instructions you give
them. For example, ask them to draw:
• a closed shape with three straight sides;
• a curly closed shaped with one straight edge.

Learners can then check each other's drawings to see if they have followed
your instructions correctly. Use some of the examples they have drawn to
make a chart for the classroom wall with the following headings: closed
shapes with straight sides; closed shapes with curved sides; closed shapes
with curved and straight sides.

page 161
 Grade 2: Shape and Space (Geometry)
Circles, triangles and rectangles
Prepare some worksheets to assess your learners’ prior knowledge of circles,
triangles and rectangles. For example: “How many circles are there? Colour
them blue.“

See Resources, p371

for shapes you can cut
out and copy for your
“Mark the shapes that are not triangles.” learners

Counting sides
Prepare activities that help learners practise counting and comparing the
number of sides of different polygons (closed shapes with straight sides).
Have them say which shape does not belong in the group and why. In this
example, they should realise that Shape A does not belong as it is the only
shape with five sides.. See Resources,
A B C D E
p376, for example
worksheet you can
adapt.

Investigating rectangles a b
Make a worksheet like this to give out to each group of
learners. Ask them to first count how many sides each
shape has (they will find that all of them have 4 sides). d
c
Next ask them if this then means that all these four-sided f

shapes are rectangles. Let them discuss this.

g
This should lead learners to think back to the definition h
e
of a rectangle – a closed shape with four straight sides Worksheet
and four square corners (right angles) and its opposite sides the
same length. They can then look again at each shape and decide which of
them fit this definition I feel four sides but
two are shorter than the
and which do not. others so it’s an ordinary
rectangle not a square.
When coming to the square (d), there is likely to be a dispute, where some
learners will say it is a square and not a rectangle. This gives you another
opportunity to emphasise that a square is in fact a special kind of rectangle
where both pairs of opposite sides are the same length.
Feel the rectangles
Put a collection of different shaped rectangles and squares into a bag.
Learners take turns to choose one of them without looking. They must
decide, while feeling the shape, whether it is an ordinary rectangle or a
rectangle that is a square, with all sides the same length.
Body shapes
Divide the learners into groups of three and ask them to form themselves into
different kinds of triangles. They can do this standing up or lying down.

page 162
 Grade 2: Shape and Space (Geometry)
Then divide them into groups of four and ask them to form themselves into
different kinds of rectangles including squares, for which they will need to find
four learners of the same height. Extend the challenge where they have to make
other four-sided shapes that are not rectangles, like trapeziums, rhombuses
(diamonds) or kites. Show them pictures of these to copy.

Learners can then work in groups of five or six to make

five-sided pentagons or six-sided hexagons in the same
way. This activity will help them to think about the
differences between 2-D shapes in relation to the number Trapezium Rhombus Kite
of their sides, the length of sides and how many corners
they have.
Categorising 2-D shapes
Show a set of shapes with squares, rectangles of different sizes, triangles of
different shapes and sizes as well as trapeziums and rhombuses (diamonds).

Give a pile of shapes to learners to sort. They should each find an example of
each kind of shape in the set, draw it, count the sides and the corners and, if
they know the name of the shape, write it in as well.

Draw the shape Count the sides Count the corners Name the shape

Sorting 2-D shapes

Give the learners instructions on how to sort the whole group of shapes in
different ways.
For example: “Put all the shapes with straight sides together; all the shapes with
curved sides together, including shapes like semi-circles that have one straight
and one curved side.”
Next they can sort the group with straight sides into sub-groups. For example:
• “Put the shapes with three sides in one group, shapes with four sides in
another group and shapes with more than four sides in a third group”
Ask them to sort these further. For example:
• “Sort the four-sided shapes into shapes that are rectangles and shapes that
are not rectangles” (at this stage the group of rectangles should include
squares).
• “Now find which of the rectangles are squares and put these into their own
group.“
• “Sort the rest of the four-sided shapes out, putting those that are the same
together.” They may, for example have rhombuses (diamonds), kites or
trapeziums left.
• Next they can sort the shapes with three sides (triangles) into different
groups, putting those of the same shape and size together.
• They can then draw a group pictograph to show how many of each kind of
shape they have.

page 163
 Grade 2: Shape and Space (Geometry)
Working with geoboards
Give each pair of learners geoboards with elastic bands of different sizes to
form different 2-D shapes. First let them experiment on their own to see what
shapes they can make using different sized bands. Make time for them to
discuss and compare these in their groups and with the whole class.
Next you can draw shapes on the board which they must copy. Once they
have had some practice doing this, describe shapes without drawing them,
so they have to listen carefully to your instructions and verbal cues. For
example:
• “Make a rectangle with two long sides and two short sides or with all
sides the same length.” (a square)
• “Make the biggest triangle you can, pointing downwards.”
• “Make a triangle with all sides the same length, pointing to the left.”

4. Drawing 2-D shapes

Describing 2-D shapes
Give each group a collection of different 2-D shapes that include different
kinds of triangles and rectangles, including squares. You can also include
rhombuses (diamonds) in the set.

One learner chooses a shape but does not show the rest of the group what it
is. He /she describes the properties of the shape to the rest of the group, who
must draw the shape being described.
For example: “My shape has four sides and the two opposite sides are the
same, but two of the sides are much longer than the other two.”

Each learner in the group gets a chance to

choose and describe a shape while the rest
of the group tries to draw it.

Cutting out matching shapes

Give learners different cut-out shapes, scissors and paper and let them
practise tracing around each shape and then cutting it out. They can then
construct a pictograph that shows how many of each shape they have and
also write something down about each of the shapes in their graph.

page 164
 Grade 2: Shape and Space (Geometry)
Drawing rectangles on grid paper
Give out square grid paper and ask learners to draw different sized
rectangles and count how many blocks each shape covers.

Then ask them to see if they can draw rectangles that cover the same number
of blocks in different ways. This activity builds their understanding of number
groups, multiplication and area at the same time.

For example all of these

rectangles cover 12 blocks

Tracing a design
Show learners an example of a design for a fish net or
a wire fence made from joining (tessellating) triangles.

Give each learner a cardboard or plastic triangle to trace around and to

make their own net patterns. Challenge them to see how many triangles with
joining sides they can fit on a page.
I see 5 triangles. I think there are more.
Mind bending activities 3 small white triangles, Did you count the black
Provide learners with ‘mind-bending’ one small grey triangle and a big triangles? I see 5 black
tasks like these that encourage them to go triangle made up of those triangles as well.
beyond what they see at first. For example, 4 small triangles.
draw a pattern like this one and ask them to
count how many triangles there are:

Give learners small Ask them to count how many

sticks like match squares there are altogether.
sticks (preferably Now ask them to see how
without ends) for they can take away 4 sticks so
them to make four that they are left with only 2
adjoining squares squares.
that together make
one big square. Can they take 2 sticks and
leave two squares?

See Resources,,
p381, for example
worksheet.

page 165
 Grade 2: Shape and Space (Geometry)
Skills and knowledge
The learner:
■■ Recognises symmetry in two-dimensional shapes and three-dimensional objects.

Suggested activities
Note: We have made the point in Grade 1 that:
Learners must realise that symmetry is different from ‘the same as’, e.g.
two identical wings of a leaf are the same but the right and left parts of
the leaf are not the same but symmetrical with reflecting sides.

Left and right

Repeat songs and rhymes that learners may have learned In Grade R and 1
that help them to show and distinguish their left from their right when they
are facing the front and when they turn around.
Play the game ‘Simple Simon’ where you mime actions that learners have to
follow. If they get them wrong, they are out of the game. For example, you
say: “Simple Simon says put your right hand up”. Learners follow by putting
up their right hands and so on. But if you say, “Simple Simon This curvy part of
says put your left foot out” and you put your right foot out the leaf is the same on both
instead and they copy you, they are out of the game. sides but it goes in opposite
directions.
Do more preparatory activities where learners have to cross their
‘midline’. For example: “Put your right hand on your left knee, your left hand
on your right foot.”
Body symmetry
Learners should know by now that the left side of the body is symmetrical
to the right, but that the top of their bodies is not symmetrical to the
bottom and their front is not symmetrical to the back. Ask them questions
to consolidate this understanding.
Drawing lines of symmetry
Make a worksheet with different parts of the body, e.g. a nose, a mouth,
a hand. Show them how to draw a dotted line to show when there is symmetrical not
symmetrical
symmetry, either going across, or up and down or both. They should mark
these on their drawings and also find which examples (like a hand), do not
have symmetry in any direction.
Finding symmetrical and non-symmetrical objects
Ask learners to identify which objects and shapes around the Symmetry
classroom have symmetry and which don’t. Give each learner the
chance to choose one symmetrical and one asymmetrical object, and No s
ymm
etry
to explain their choices to the rest of the class.
Make flashcards with the words ‘symmetry’ and ‘no symmetry’. Symmetry No
symmetry
Learners can then construct a class pictograph, putting their objects in the
right place in the graph.
Symmetry in designs
Identifying symmetrical designs
Provide photographs or drawings of Ndebele See Resources, p370
huts or of pots that have designs on them. Let and 372, for examples
learners find and discuss examples of symmetry you can use.
and non-symmetry.

page 166
 Grade 2: Shape and Space (Geometry)
Provide drawings of half objects and ask learners to draw
the other half. Be sure to include examples with horizontal,
vertical and diagonal symmetry. Learners can use their
mirrors to check their drawings.
Let learners collect leaves of different shapes outside the
classroom. The leaves should be flexible so that they can be
folded. Learners can investigate symmetry by seeing how they
can fold the different leaves in half so that the two parts fit on top
of each other. They can also trace around their leaves and draw in the ‘fold
lines’.
Let learners use small mirrors to investigate symmetry and non-symmetry
in pictures from books or in photographs. It is probably best to use simple
pictures such as those in books for very young children.
Collect sets of cut-out pictures from magazines and newspapers. Let learners
use folding techniques to investigate symmetry and non-symmetry.

Using pegboards
Give learners pegboards to make their own The same acti
vity ò
symmetrical designs. One learner can use pegs in can be done ò
on ò
half the board and their partner should complete squared pape ò
r using ò
their pattern, making sure it is symmetrical. They pencils and c ò
rayons ò
then swap roles.
Shape designs
Draw two patterns on the board, using different shapes. One pattern
should be symmetrical and the other asymmetrical. Learners must say
which one is which and why. They can then use plastic or cardboard
Has symmetry
shapes to make examples of their own symmetrical shape patterns and
copy these into their books.
Do not focus on the absolute accuracy of the shape they draw, but on
whether their patterns convey a sense of symmetry. No symmetry
Symmetrical models
Let learners make symmetrical models using different shaped blocks
or boxes. Let them start by choosing a middle shape and then working
outwards.
Once they have done this, ask them to experiment by building two models,
one with an even number of blocks and another with an odd number of
blocks and to say where the line of symmetry falls in each one.

Even number Odd number

Here the line of symmetry falls in the Here the line of symmetry falls down
space between the two cubes the middle of the centre block

Let them repeat this using more blocks to see if this is always the case.
Talk about reasons for this.

page 167
 Grade 2: Shape and Space (Geometry)
Skills and knowledge
The learner:
■■ Observes and builds given two-dimensional shapes and three-dimensional objects using concrete
materials (e.g. building blocks, construction sets and cut-out two-dimensional shapes).
■■ Recognises three-dimensional objects from different positions.

Suggested activities

Position and viewpoint

Hidden views
Take a familiar object like a suitcase. Cover all but one of its sides and ask learners
to see if they can identify the object and explain how they recognised it. Repeat the
activity with other objects that are both familiar and less familiar, to make the activity
more challenging. Change the faces that you hide each time, to give learners practice
identifying objects from all possible views.
From where we stand I see a thin, yellow From the top
Use different shaped objects on the table like a cereal box, rectangle. I think Nadia sees I see a rectangle
a similar rectangle. I’m not sure that looks like
toilet roll, toy house, pen, slice of cake, etc. Place one of the what Jan and Sue see. this.
objects on the table, floor, chair, etc. Ask a few learners to Can you tell me what
you see, Sue?
stand on different sides of the object and to describe to the
Sue
rest of the class what they see. Then let them change sides
and describe the same object from a new position around the
table. Let them also climb up onto the table and describe what Rashid
Cereal Nadia
the object looks like from the top.
From where we sit Jan

Let learners work in groups. Place a box, like a cereal box

Peter looks at the toy house from the side. What does he see?
on each group’s table. Let group members sit on different
sides of the table. They should describe and draw what Tick (4) the correct picture.
they see from where they sit and then visualise,
describe and draw what they think they will see
if they were to view the box from a different position.
Give learners more practice viewing and describing a
range of objects from different positions. Make work cards like this one where they
have to say what view of the object they see from a particular position.
Block views I see 6 blocks
Give each group of learners a pile of wooden blocks or multilink cubes that join from the top..
together to make block buildings. They should start with a simple model made
from only three or four blocks.
I see 3 blocks from
this side.
Ask them to examine the model from the front, the back, the top and the left and
right hand sides and to describe to their group members what they see. They
should also be able to say what the model looks like from underneath without
lifting it off the table.
Prepare a worksheet with drawings of different block models. Ask learners to work

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 Grade 2: Shape and Space (Geometry)
out how many blocks they would see if they looked at them from different 5
viewing points.
More views of objects
Give each group of learners a box and a ball to place 4
in the middle of their table. 1
Ask them to move around the table and look at the two objects from the
front, the back, the sides and the top. They must describe what they 2
see and how the view changes as they move their position.
3

1. The box is to the left of 2. But when I stand on the 3. The ball is in front of the 4. But when I look at it 5. When I look at it from
the ball when I stand on other side, the box is to box when I look at it from the back, the ball is the top I see the curve of
this side. the right of the ball. from the front. on the other side and I the ball on the right and
cannot see it any more. the square face of the
box on the left.
Repeat the activity with different objects and geometric blocks.
Interpreting pictures of views
Once learners have had practical experience of moving positions and
describing different views, they will be able to interpret pictures of different
views and viewing positions more easily.
For example:
Tumi Tick (4) the drawing that shows what Tumi sees.
stands
here.

A toilet roll camera

Let learners use a cylindrical object (e.g. a toilet roll) as an imaginary camera.
Let them look at objects from different positions and distances and report on
and/or draw what they see. They should realise that the closer they get to an
object, the less of it they will see, but the detail will become clearer.
Taking pictures
If you have a camera or cell phone camera available, you can take photos of
the same object from different views. Make copies of these and ask learners
to study the photographs, identify what object it is and say what view each
one shows.

2. Building with 3-D objects

Observing 3-D buildings in models or pictures
Use models of houses or pictures of models as a talking point to investigate
the kinds of shapes used to build them. Try to include examples of traditional
African huts that are square, rectangular, cylindrical and
dome-shaped.

Talk about the different shapes used for the roof and the base of the buildings.
Encourage learners to use both informal and formal ways to describe their
similarities and differences. For example:

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 Grade 2: Shape and Space (Geometry)
The rondavel is curved like a cylinder at the bottom, and its roof is pointed
and also curved – maybe it’s a cone!
This Zulu hut is like a dome or half a ball!
This Ndebele house is more like a rectangular box
than a cube.

If the pictures used are drawings of houses, talk Rondavel Zulu Ndebele
about the relationship of the objects and shapes and
how they appear in the illustration. For example, parts of the object may
be hidden from view because they are behind
another part of the building or at the back or to All the walls are square
I think, but you can only see two
the side.
of them in the drawing because the other
two are behind and at the
Modelling 3-D structures side so you can’t see them
Give learners play dough, plasticine or other in this picture.
kinds of modelling materials to copy similar
designs of buildings and houses or to model designs they’ve come across in
their own environments. Allow time for them to discuss and compare their
models. Scaffold in the kind of shape and space language you would expect
them to be able to use by this stage including descriptive language like
straight, curved, pointy, flat and the use of terms like cubes, rectangular and
triangular prisms, cylinders, faces, edges and corners.
Building 3-D structures
Give each group of learners an assortment of different 3-D objects, that
include different kinds of prisms and cylinders and have them build 3-D
models of buildings and houses. They can work as
a group and then share their designs with the rest
of the class. Ask questions that help them to ‘de- I used this block to make
construct’ their models to the rest of the class. For my roof. I know it’s a triangular prism
because two of the faces are triangles
example: and the other 3 faces
“What are the names of the blocks you used?” are rectangles.
“What shape are their faces?” “How did they fit
together?” “How many layers high or wide is your
building?” “Are its edges straight or curved?”

Copying designs
Give each group of learners a collection of blocks. Make a folded cardboard
screen for each group so that it can stand upright in the middle of the table.
The group divides itself into two. The one half works together, choosing
some of the blocks to build a model of their choice, behind the screen. They
then describe their model to the other group of learners, who follow their
You say you used
description and work together to copy the design. They then remove the 3 prisms but how will the other
screen between them and check to see if the group was able to copy the group know if they were cubes, or
rectangular or triangular
design accurately or not. The groups then swap roles. As learners prisms?
work, move around their groups and pay attention to the kind of
language they use. Encourage them to be as precise as possible
when giving their partners clues.

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 Grade 2: Shape and Space (Geometry)
Building with cubes
Build a design using four cubes or multilink blocks. Show the
learners the design and ask them to use their blocks to copy it. Next,
challenge them to see how many different designs they can make using the
same four blocks but positioning them in different ways. If they are multilink
cubes they can fit these together. The rule is that at least one face should join
another.
Increase the number of blocks to five, six or seven and have them Choos
et
investigate how many different models with joining faces they can for eac he number o
h build f
make. needs ing. W blocks you
the m hich b need
are rig ost ui
ht - ma blocks? Wh lding
ke the y? See
Drawings of cube structures buildin
gs.
if you
Prepare a worksheet that includes different designs made up of small
cubes. Ask learners to say how many cubes are needed for each
design. They then use cubes to build the models and check one
another to see if they counted correctly and if their designs match the
pictures in the worksheet.
Building skeleton shapes
Show learners how to construct a 3-D model using toothpicks or straws
held together with prestik or plasticine. Show them pictures of different straws
s o r drinking
3‑D frameworks and let them see if they can copy these. Or make p ick
Use tooth to build these pri
sms
ik
examples yourself they can use as a reference. Ask questions about the and prest
different designs: “How many edges and corners do they have? If you
cover the frameworks with paper, how many faces will each model have?
What shapes will they be?”

3. Building 2-D shapes

Make a worksheet that has some ‘torn’ shapes.
Ask learners to draw what the shapes looked
Mpho tore his shapes. What do
like before they were torn. you think each of Mpho’s shapes
looked like before it was torn?
Give out sets of plastic or cardboard shapes Draw and name each whole shape.
for groups or pairs of learners. Give them
some time to explore the shapes freely, putting different ones together to
make new ones and making up designs and pictures of their own.

Next give them more guided

instructions. For example:
“Use only triangles like this
to build these shapes”:

rhombus (diamond) trapezium hexagon

Use four of the triangles to make one large triangle.

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 Grade 2: Shape and Space (Geometry)

They can then move the triangles around to make

different designs or pictures.  For example ;

A bird
Now ask them to use four squares to make
one big square or one long rectangle.

Ask learners to predict how many triangles like this

it would take to cover the big square or rectangle. Then let them
build the shape to check if they were correct.
Tangrams
Make a copy of this tangram to give out to each learner. See Resources, p374.
They can then cut out all the shapes neatly.
See how many of the shapes they can name correctly.
Ask them to see how they can use their shapes to make a cat like this:
Let learners then make up their
own designs and ask their partner
to see if they can copy them.

tangram

Skills and knowledge

The learner:
■■ Positions self within classroom environment or three-dimensional objects in relation to each other.
■■ Describes positional relationships (alone and/or as a member of a group or team) between three-
dimensional objects or self and a peer.

Suggested activities
Position outside the classroom
Position in the school
Take learners outside. Ask questions about the positions of different objects in
the environment. For example: “Where is the red car?” Learners should say:
“Between the white car and the blue car”.
Give learners turns to ask each other questions like this.
Let learners create their own obstacle course and verbalise their actions. For
example: “I’m climbing over the tyre, walking on the beam, climbing through
the hoop.”

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 Grade 2: Shape and Space (Geometry)
Follow directions
Learners must follow your directions to move themselves into different
positions. For example:
• move three steps forwards;
• make four jumps backwards;
• touch the arm of the person on your left;
• touch the leg of the person on your right;
• make a circle, face inwards, now face outwards, turn to the left and then
to the right.
Moving around the play ground
Place objects in the playground or in the classroom and let learners follow a
series of directions, e.g. “Hop twice around the sandpit, jump over the ball,
and go around the right side of the tree”. Learners can take turns to give each
other directions.
You can also place a long rope to form a trail around a series of objects.
Learners can walk the trail and describe the route they take. They can then try
to draw a picture of the route or draw other routes for their friends to follow
and describe.
Hide and seek
Play games like hide and seek or treasure hunt where you use directional
language to give learners ‘hints’ about where to find each other or where to
find the ‘treasure’.
Sand drawings
Learners follow your instructions to follow a path in
the sand to create different 2-D shapes. For example, walk:
• a straight line going down;
• a straight line to the left;
• a straight line across to join the beginning of your first line.
They can choose their own shapes and ask their partners
to follow their instructions to draw the shape.
Treasure Hunt
Hide a ‘treasure’ somewhere in the school grounds. Give learners a x
simplified map showing the main buildings and outside equipment in the
playground like the swings or the taps. Give them directions to follow to find
the ‘treasure’ you’ve hidden.

Position inside the classroom One, Tw

o, T hree, F
One, tw
o, three
our, Fiv
Left and right Once I
ca
, four,
fiv
e
Repeat songs and rhymes that learners may have learned Six, sev ught a fish a e,
en, eig li
Then I ht, nine ve.
in Grade R and 1 that help them to show and distinguish let it g , ten,
Why d o again
id .
their left from their right when they are facing the front Becaus you let it go?
e it bit
Which my fing
and when they turn around. fin
This lit ger did it bit so.
er
tle fing e?
er on t
he righ
Simple Simon t.
Play the game ‘Simple Simon’ where you mime left and right
actions that learners must follow. If they get them wrong they are out of the
game. For example you say: “Simple Simon says put your right hand up”.
Learners follow by putting up their right hands and so on. But if you say
“Simple Simon says put your left foot out” and you put your right foot out
instead, and they copy you, they are out of the game.
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 Grade 2: Shape and Space (Geometry)
Crossing the middle
Do more preparatory activities where learners have to cross their ‘midline’. For
example: “Put your right hand on your left knee, your left hand on your right foot.”
Moving objects around
Place an object behind the chair. Ask individual learners to say where the object
is. Repeat with other positions to give learners practice using all the position
words they’ve learned so far. Learners can then play in pairs. They take turns giving
instructions for their partners to follow. For example: “Stand in front, behind, under,
on top of the desk.”
Use a variety of objects and geometric blocks to reinforce the vocabulary
of position and the terminology to name 2-D shapes and 3-D objects. For example:
“Put a cube to the left of the cylinder”
“Put the cube block underneath the triangular block,
then a triangular prism above the cylinder.”
Questions about positions
Ask learners questions about where to locate the position of different objects in
relation to one another. For example:
• Is the clock higher or lower than the desk?
• What piece of furniture is right next to the door?
• What is above that?
• What things are lower than the window but higher than the desks?
• Put your ruler on the left hand side of your desk.
• What is to the right of the ruler?
All in a row
Ask five learners to come up to the front of the class and stand in a row.

Ask questions like: Introduce ordinal numbers at the

• Who is in the front? same time. For example
• Who is two behind Ben? • Who is 1st, 2nd, 3rd, 4th, 5th? Pule
• Who is behind Pule but in front • Who is 2nd last in the row? Maria
of Khaya? • Who is third from the front?
• Who comes before Pule but after Khaya
Busi?
Ben
• Who is two in front of Khaya?

Busi
Build and copy
Make a model using different shaped blocks and hide it
under a cloth on the desk.
Give learners their own blocks. They must listen to your instructions and try to copy
your model. For example:
• Take a square block and put a triangular block on top of it.
• Put a rectangular block behind the square block.
• Put another triangular block on top of the rectangular block.
• Place a cylinder on the left of the square.
• Place another triangular block to the right of the rectangular block.

When they are done, remove the cloth and check to see which learners copied your
model correctly. Learners can then play the game in their groups giving each learner
a turn to build a model and ‘hide’ it. They then give instructions to the group to see if
they can copy it.
page 174
 Grade 2: Shape and Space (Geometry)
True or False If they answer False, they must then
Make a work card with rows of pictures in a grid. describe the correct position of the
Give one card to each group of learners. picture, For example:
Ask learners True or False questions about the
False!
positions of the pictures on the grid. The hand is It’s in the top left
in the top right hand hand corner!
corner of the grid
Learners can then take turns to make up similar
True or False statements to ask one another.

Follow up by using the same grid to give learners practice

writing words of position.
For example: The flower is
below the hand...
The face is ________ the clock True!
The flower is_______ the face
The pen is ______ the flower
The scissors is
above the clock...
Draw shapes in different positions False! It is below
the clock!
Give learners instructions to mark the positions of different 2-D shapes on a
page of their books. For example:
• Draw a circle in the middle of the page. See Resources, p375,
• Draw a small triangle in the top left corner. for example to copy.
• Draw a circle underneath the triangle.
• Draw a square in the bottom right hand corner and a triangle above it.
• Draw a rectangle above the middle circle.
• Draw a diamond below the middle circle.
• Now draw another square to the left of the diamond.

Learners can then check each other’s work and take turns to
describe the position of different shapes on the page.
Moving positions on a grid
Give each learner a 10 x 10 grid, with a dot marking the middle of the page.

Ask them to place a counter on the dot and then listen to

your directions on how to move it to different positions on
the grid. After each move, they go back to the middle of
the grid.
For example, move your counter:
• to a block near the bottom or near the top, or,
• to a block near the left hand edge of the paper, or,
• to a block in the top right hand corner, or,
• three blocks down and four blocks along to the left, or,
• five blocks along to the right and two squares up, or,
• three rows down and three blocks along to the left, or,
• five blocks to the right and one block down.

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 Grade 2: Shape and Space (Geometry)
Position and direction
Moving arrows
Start off by asking learners to draw arrows pointing in different directions in
their books.

Pointing to the left Pointing to the right Pointing upwards

Pointing downwards Slanting to the left Slanting to the right

Design a cardboard circle with a moving arrow.

Pin the chart up on the board. Give learners turns to move the arrow to
different positions.
For example:
• Move the arrow to the top of the circle. Make one full turn. Where do you
land?
• Make a quarter turn to the left and then another quarter turn to the left.
Where do you land?
• Move the arrow one quarter turn to the right. Now make a half turn to the
left. Where do you land?

Repeat the same kinds of instructions, using the opposite directions.

Clockwise and anti-clockwise
Extend the activity by adapting the arrow chart to show the numerals 12, 3,
6 and 9 for quarter hour intervals. Explain to learners what we mean by the 11
12
1
terms clockwise and anti-clockwise by moving the arrow both ways, starting 10 2
from the 12 mark. 9 3
Give learners turns to move the arrow in different ways. For example: 8 4
7 5
• Start at 12. Make a quarter turn in a clockwise direction. Where do you 6

land?
• Make a quarter turn in an anti-clockwise direction. Where do you land?
• Make a half turn both ways. Where do you land each time?
Tracing a path
Make a worksheet where learners A A A
must find as many ways as
possible to trace a path with their
pencils to get from A to B. Make
some rules.
For example, they cannot cut
across a block. They can only B B B

draw on the lines.

They can then count and compare their different ways to find which route is
the shortest, the longest or which are the same.
Describe your route
Learners explain to the class the route they have to follow, e.g. to get to the
toilet/home: “Left at the door, straight towards the stairs. Up the stairs, right
at the top of the stairs,” or ask them to describe their journey from the school
gate to your classroom and to say what they see.

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 Grade 2: Shape and Space (Geometry)
Models of maps
Learners can use building blocks to build 3-D models of, for example,
the way the furniture is arranged in their class. Discuss which blocks will
represent various objects (e.g. tables, chairs or shelves) and how they need
to place them in relation to each other. They should describe their maps to
each other using the language for position.
Making the link between models and maps
Help learners to relate their models to representations by drawing simple
maps of their constructions. You can also help learners to make the link
between the position of their objects and drawing maps by:
• letting learners put out two or three shapes on a sheet of paper, trace
around and label each shape;
• letting learners dip their blocks in paint and stamp ‘footprints’
of their buildings in the correct relationship to each other.
In both cases, let learners describe the shapes of each object, e.g.
“When I traced round the house I drew a square. I drew a circle
around the tower”. They can also describe the relative position of
the various objects on their ‘maps’, e.g. “My square for the house is
on the right and my circle for the tower is on the left”.

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 Grade 2: Shape and Space (Geometry)
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
Understand and use these words in practical contexts:
• shape, pattern, flat, curved, round, straight
• solid, corner, face, edge
• rounded, pointed
• roll, slide
• build
• everyday language to name and sort properties of 3-D objects and 2-D shapes such as cubes,
spheres, circles, triangles, rectangles (squares)
• front, back, right, left, midline
• top, bottom, across, up and down, from side to side
• down the middle, across the middle, midline
• reflect, mirror, dotted line, equal parts or halves.
• in front of, behind, side, next to, beside, on top of, above, underneath, below, inside, outside, to the
left of, to the right of, left hand side, right hand side
• to, from, towards, away from, over, under, underneath, above, below, on, in, outside, inside, in front,
behind, beside, before, after, next to, opposite, between, close by, far away, far apart, middle, centre,
edge, corner, sideways, up down, forwards, backwards, across, along, around, through.

Grade 2 - add the following to the Grade 1 vocabulary:

• rectangular, triangular
• squared prisms
• a square is a special kind of rectangle with all sides the same length
• a square prism, a rectangular prism and a triangular prism
• other names of shapes that they may come across like rhombus (diamond), hexagon, trapezium or kite
• tangram
• symmetry, symmetrical, non-symmetry, non-symmetrical
• views from the front, from the back, from the sides, from the top, position, view, changes, looks
different.
• quarter turns, half turns, full turns, clockwise, anti-clockwise.

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• balance, not balanced, facing opposite directions
• vertical, horizontal, diagonal
• map, point, distance, aerial view, floor plan
• area, perimeter

Resources
• 3-D blocks of different shapes and sizes including:
- cubes, cuboids (rectangular prisms)
- triangular prisms, spheres and cylinders
• cartons and containers of different shapes and sizes
• other construction materials like Lego
• balls of different sizes and other spherical objects that roll
• coloured shape blocks or paper cut-out shapes that include triangles, rectangles, squares and circles
• geoboards
• examples of a circle, triangle, square and rectangle with labels for the wall
• number cards; shapes; posters and pictures of different 3-D objects and shapes
page 178
 Grade 2: Shape and Space (Geometry)
• play dough, plasticine or other modelling materials
• crayons, paper, string, a feely bag to hide different shapes in
• multilink cubes or similar materials that join together on each side
• full length mirror; mirrors
• metre stick or straight rod, the length of an average learner’s height
• newsprint, crayons, paint, paintbrushes
• collection of objects and pictures that are both symmetrical and asymmetrical
• beads, threading string
• worksheets with half drawn objects that are symmetrical for learners to complete
• an arrow chart with a moving arrow
• bean bags
• any objects around the classroom or school environment that learners can easily move into
different positions
• songs and rhymes you can use to teach learners the vocabulary of position.
Additional resources needed for Grade 2:
• pictures with different views
• worksheets with block models
• grid paper
Additional resources needed for Grade 3:
• photographs, symmetrical artefacts
• samples of different kinds of maps
• grid picture game boards and cards

page 179
 Grade 2: Measurement
Grade 2:
Measurement
The learner will be able to use appropriate measuring units, instruments and formulae in a variety of
contexts.

Skills and knowledge

The learner:
■■ Reads analogue and digital time in hours and minutes.
■■ Calculates elapsed time in:
a) hours and minutes using clocks;
b) days, weeks and months using calendars.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
1. Clock activities
Drawing a clock
The purpose of this activity is to stimulate the learner’s mental picture of a
clock. If you have a clock in the classroom, remove it or cover it up. Provide
learners with something round, like a plate, to trace a circle onto their paper,
and ask learners to draw a clock. They should make their drawing as detailed
and accurate as they can, and label any parts they can.
When they are finished, uncover or replace the real clock. Ask them to
identify how their clock and the real clock are alike and different.
Place value in time
In base 10 we can count up to 9 in the units place. If we then want to add 1 more we have to
put a 0 in the units place and a one in the 10s place. We use base 10 for most things we count,
but a few things are counted in different bases. Seconds and minutes are counted in base 60.
That means we can count up to 59 seconds, but if we want to add one more we would put a 0 in
the seconds place and a 1 in the minutes place. And if we had 59 minutes and added one more
minute we would have 0 in the minutes and 1 in the hours place.
Grade 1

Time spinner game

Here is a game to play to give learners experience adding seconds and
minutes in base 60.
• Learners play in pairs. Give each pair a Seconds or Minutes spinner that
goes up in 5s. See Resources, p378.

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 Grade 2: Measurement
• Each learner must prepare a score sheet like the Spin Hours Minutes Seconds
one shown on the right. 1
• The players take turns spinning the spinner. The
2
player must use the number that appears on the
3
spinner, but he or she can choose whether the
number will represent seconds or minutes. 4
• Both players must play 10 rounds, each time adding 5
the number spun to either the seconds column or the 6
minutes column. The goal is to finish with a total as 7
close to 1 hour as possible, without going over that 8
target. 9
Expanded opportunity 10
Choose a different target, larger or smaller than 1 hour.
Start with a certain amount of time and, after each spin subtract the amount
shown on the spinner, either from the seconds or from the minutes. The goal
for the subtraction game will be to come closest to zero without going below
zero.
Clock number line
Give learners a number line that looks like this

Have them count the number of long lines and write the numbers 0-12 under
them.
Then have the learners count all the lines, long and short, and write the
numbers 0-60 above the lines. Have them practise counting the lines by 5s.

Making a clock
Give learners a circle cut from card with the same marks on it. Learners
follow these steps:
Step 1
Wrap the number line around the circle, with the ends meeting at the top,
so that 1 and 12 meet up and 0 and 60 meet up. Observe the position of the
other numbers. Where is 15? Where is 30? Now they may put the number
line aside.
Step 2
Write the numbers 1-12 on the clock face, inside the long lines. 0
Step 3 60
55 5
Write the numbers 5, 10, 15, etc. up to 55, outside the long lines. At the
10
very top, they should write 0. Remind them that 59 minutes plus 1 minute is 50
1 hour and 0 minutes. 45 15
Step 4
Cut out and attach the hour hand. Explain that this is the hand that counts 40 20
the hours, and it takes one hour to move from one number to the next. Ask 35 25
30
questions like: “ What can you do in one hour? How long does it take to
make a complete circle? How many times does the hour hand go around in a See Resources,
day?” p345 and 378.
Discuss ‘clockwise’ and ‘anti-clockwise’.

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 Grade 2: Measurement
Tell a story about one day in the life of a child, giving the times to the hour
and writing them on the board in analogue form and in words, as well as
what happens at that time. Call on a learner to move the hour hand of the
class clock to the correct position. The rest of the learners move the hour
hand on their own clocks to the right position.

It’s all in a day

The day of the party, Queenie got up at 7 o’clock. She got dressed and had a good
breakfast and arrived at school at 8 o’clock. Her best friend, Liziwe, wasn’t in class.
Where was she? Queenie would ask Liziwe’s sister, who was in the 4th grade, since
her class usually had break at 10 o’clock, the same time as Queenie’s class did.

Invent other stories using times to the hour. As

an extension, ask learners to make a schedule of 7:00 seven o’clock wake up
their own weekend day. 8:00 eight o’clock arrive at school
10:00 ten o’clock break
Step 5
Attach the minute hand. Explain that this is the hand that counts the minutes.
It takes one minute to move from one short line to the next. Ask
questions like: “ What can you do in a minute? How long will
it take to make a complete circle? How many times does the
minute hand go around in a day?”

2. Measuring time
Sand timers
Make sand timers. Use two 500 ml water bottles, fine sand and
strong tape. Make a few small holes in one lid and tape the two bottles
together. Calibrate them so that they are a known time – one minute,
perhaps. Then use the timers to measure activities. “How many jumping
jacks can you do in that amount of time? How many times can you write
your name? How many times do we have to turn the timer over to equal the
time it takes to do the chores?”
How long is a minute?
Use a timer or stopwatch. Give learners a sense of how long a minute lasts
by asking them to put their heads on their desks with their eyes closed and
silently raising them when they think one minute has passed. Tell them each
how close they were and then let them try it again. Give them a variety of
tasks and let them see how much they can do in a minute.
Grade 1

How many of this week’s spelling words can they write in a minute? How
many jumping jacks? Choose a song they all know. How many verses can
they sing in a minute? Do they think they can say the whole alphabet in a
minute? If so, how many times? Let them try it. How many times can they
bounce a ball? Write their names?

Then discuss the subjectivity of time. When does a minute seem like a
second? When does it seem like an hour?

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 Grade 2: Measurement
Stories about time
Give learners a variety of opportunities to practise telling time in hours
and minutes, as above, but in this case invent stories with events in hours
and minutes. Start with a story that takes place within one hour and later
progress to stories that happen over several hours. Again, write each event in
analogue notation and in words, as well as noting what happens at that time.
Invite a learner to set both hands in the correct position.

A Cake for Grandma

Nompie and her sister Grace are making a cake for their grandmother’s birthday,
but they want it to be a surprise. Their grandmother has just left the house, but
she will be back in exactly an hour. Can they make the cake and hide it in time?

3:00 three o’clock

Their grandmother leaves the house at 3 o’clock. grandmother leaves the ho
3:05 use
The girls quickly take out all the ingredients. That three five The girls put the ingredien
3:10 ts out
takes 5 minutes, so by 3:05 they are ready to start three ten oven preheating and pans
cooking. 3:15 ready
three fifteen butter and sugar mixed
3:20 three twenty
The first step is to turn on the oven to preheat, and eggs and vanilla mixed in
3:30 three thirty
to grease and line the pans. That takes another cake is in the oven
5 minutes, so they finish that step at 3:10.

Then they must measure the butter and sugar and mix them together, which takes another 5 minutes.
They are done with that step at 3:15.

Next they must add the eggs, one at a time, and mix them in with the butter and sugar, and then
measure the vanilla essence and add it. Another five minutes – this is taking more time than they
thought! It’s already 3:20 and the cake isn’t even in the oven yet!

They still have to measure the flour, salt, and baking powder and sift them together, measure the milk,
and then add them, in turns, to the batter. Once it is well mixed, they pour the batter into the pans
and carefully put the pans into the oven. The recipe said the cake would take 35 minutes to cook.
What time is it? Oh, no! It’s already 3:30. Their grandmother will be back at 4:00. If she sees the
cake now, it will spoil the surprise. The girls have to think of something. While they are thinking,
they make the icing, and then wash the dishes and put all the ‘evidence’ away.

“We just have to find a way to delay Grandmother for a few more minutes,” said Grace. “Can’t you
think of something?” Suddenly Nompie’s frown turned into a beautiful smile. “What?” asked Grace.
“I have a brilliant idea !” said Nompie. Grace knew, from hard experience, that whenever her younger
sister had a brilliant idea, it meant trouble…

As they arrange the hands on their clocks, encourage learners to put the hour
hand in a realistic position – half way between 3 and 4 for 3:30, for example.
Explain that the hour gradually moves from 3 to 4. It doesn’t jump across
suddenly at 4 o’clock.

Invent a variety of stories to illustrate reading time in hours and minutes and
also ask learners to make up their own stories and use their clocks to indicate
the times in their stories.

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 Grade 2: Measurement
Practice for telling the time
The best practice for telling time is to tell time in a context that has meaning for the learners.
One of the most effective things you can do is to talk about time constantly. Say the time, ask
the learners what time it is now (even if you asked them only ten minutes earlier), ask learners
what time it will be 15 minutes from now, ask the learners what time it will be two hours
from now. The more real the time is for the learners, the better the learning experience. The
school day provides unlimited opportunities for meaningful experiences of telling time.
The second hand
Mention that some clocks have another hand that helps us tell time even more precisely.
It goes all the way around in one minute and counts out sixty seconds. Ask learners for
examples of when you would want to time things in seconds, when you want to know things
to the nearest minute, and when you would want to time something to the nearest hour, day,
week, month, or year.
AM and PM
a.m. is short for ante meridian and p.m. stand for post meridian. Ante means before and
post means after, so a.m. means before the meridian and p.m. means
after the meridian. So what’s the meridian? Make a sky dome (See
Resources) or use a large umbrella to represent the sky. The bottom
rim of the umbrella fabric represents the horizon, where the sky meets
the earth at sunrise and at sunset. Indicate the east and the west
points of the horizon on the umbrella or sky dome. Show the path the
sun takes as it rises in the East and sets in the West. Now indicate the
North and South points on the horizon. The meridian is the line of the
umbrella that runs from the South horizon to the very top, and then
from the top down to the North horizon.

Now that we know what the meridian is, let’s look again at the sun’s path. The meridian is
the midpoint of the sun’s symmetrical daily path, half way between sunrise and sunset. The
sun crosses the meridian exactly at noon. That’s why everything before noon is called ante
meridian and everything after noon is called post meridian.

Explain the meridian to your learners and help them develop their understanding by asking
questions like: “ Where is the meridian in the sky when you’re in the schoolyard? Where is
the meridian in relation to the walls and ceiling when you’re inside the classroom? Where is
the meridian in the sky when you are outside at home?”
Shadow time
Assess prior knowledge of how a shadow changes during the day. Review the
way the shadow changes during day, and why.
Grade 1

Find a permanent fixture in the schoolyard that has a shadow that can be
measured throughout the year. A flagpole or pole for a basketball hoop would
be ideal. One sunny day take the class outside
at intervals to trace the shadow with chalk.

Then choose a certain hour of the day to make a series of monthly observations. Make a
drawing of the shadow at that time of day, and then observe the shadow at the same hour
of the day at monthly intervals. Let learners record the monthly observations (e.g. in rough
drawings or by measuring the shadow length). Ask: “ How is the shadow the same? How is it
different?”

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 Grade 2: Measurement
3. Time and fractions
The linear clock
The details of this activity depend upon the materials you have in your
classroom. Each pair of learners will need 60 items that measure one unit, start
and 12 items that are 5 units long. If you have unit cubes and rods 5 units
long, use those. Or you can use counters and make paper strips equal in
length to 5 counters.

Give each learner a length of tape or a paper strip exactly equal in length to
60 of your cubes or counters. Have them mark one end ‘start’ and the other
end ‘end’. Then have the learners fold the tape in half and mark the midpoint,
labelling it 1_2. Have them write 0 at the start, and 2_2 at the end.

Have the learners fold each half in half, and mark the first fold 1_4, at the 1_2
mark they should add = 2_4, and the third fold they should label 3_4. They should
end
write 0 at the start, and at the end, they should add = 4_4.

Explain that this is a linear clock. Have the learners work in pairs to measure
the tape with their counters. How many counters fit along the linear clock?
(60) What does 60 have to do with clocks? 60 is the number of minutes in an
hour, so they will use this length of paper to investigate minutes and hours.
Each counter stands for a minute and the whole long paper stands for an
hour.

How many counters in 1_2 the length of paper (how many minutes in 1_2 an
hour)? Use the counters to measure, then use the counters to find out how
many minutes in 1_4 hour, and in 3_4 hour.

How many counters in each 5 unit measure? How many counters in the
whole hour? In 1_2 hour? 1_4 hour? 3_4 hour?
Connecting time to fractions
Fraction concepts - whole, half and fourth are important in understanding
clock time. Copy the unnumbered clock face onto different coloured paper.
Have learners cut out a circle, fold it in half, and explore the relationship to
the numbered clock face.
• One out of two equal parts is one half, or 1_2. One half of one hour is the
same as 30 minutes.
• Two out of two equal pieces are two halves, 2_2, or one whole. Two half
hours equal one whole hour. Thirty minutes plus 30 minutes equal 60
minutes, or one hour.
• One out of four equal pieces is the same as one fourth, or 1_4, or one
quarter. One-quarter hour is fifteen minutes. Two quarter hours are the
same as one half hour. Fifteen minutes plus 15 minutes are 30 minutes.
Three quarters of an hour is 15 + 15 + 15 minutes, or 45 minutes.
A quarter to an hour is fifteen minutes before the hour.

As the learners explore with the clock fraction pieces, encourage them to
observe, show and discuss the fact that two quarters make one half, that 3
quarters is more than one half and less than one whole, etc. Use fraction
notation as well as words, 1_2 + 1_2 = 1, 1_4 + 1_4 = 1_2.
Ask the learners to think about the clock face as a round race track. If you
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 Grade 2: Measurement
have run around one quarter of a lap, how much further do you have to go to
reach half way around? Three quarters of the way? All the way around?

If you have gone three-quarters of the way around, how much farther do
you have to go to complete the lap? How much more than one half is three
quarters?
24-hour time
One way to tell time is to use a.m. and p.m. Another way is to use a 24 hour
clock. Ask learners to think about why you might want to use a 24 hour
clock sometimes, instead of using a.m. and p.m..

Give learners many opportunities to use 24-hour time. Try to find things that
they might be interested in, such as schedules of sporting events and TV
programmes, that are reported in 24-hour time.

Play games involving conversions between 24-hour time and a.m./p.m. time,
such as Concentration, where they must find the matching times, or Bingo
where the time is called in a.m./p.m. and they must find it on their Bingo
card in 24-hour time, or vice versa.

4. Time calculations
Give learners time calculations in context. Use every opportunity in the
school day to give learners practice in calculating elapsed time, both in hours
and minutes, and in days, weeks, and months.

How many school days

have passed since the holiday?
William broke his leg.
How many days are left before it
He needs to keep the plaster of
is your birthday?
Paris on for 6 weeks. When will
the plaster come off?

Mary’s mum bought School starts at

her a dress to wear on her birthday 8 o’clock and finishes at
which is on the 29th of June. How 1 o’clock. How long is the
long will she have to wait to wear school day?
the dress? Our Mathematics period
starts at 10 past 8 and ends
at 20 to 10. How long is our
Mathematics period?
Use events that occur in stories you read for other
subjects. Use the start and end time of the events
(you can add the detail if the story is not specific) and have learners calculate
the time elapsed in hours and minutes or in days, weeks and months.

Invent your own stories to provide more opportunities.

Grade 1

Learners should use their own clocks to calculate the time elapsed, or to
check their pencil and paper calculation. Learners should use their own
calendars to calculate or to check their calculations of days, weeks and
months.

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 Grade 2: Measurement
Skills and knowledge
The learner: 
■■ Names in order the days of the week and the months of the year.

Suggested activities
1. Days of the week
• Introduce the day names in the languages most familiar to your learners. What
do the day names mean? Which are days for rest and worship in the cultures of
your learners?
• Sunday and Monday honour the sun and the moon. The other five week days,
are named for Norse gods, but the 7-day week is related to the Judeo-Christian-
Islamic story of creation, in which God created heaven and earth in six days
and rested on the 7th. Discuss creation stories from other local cultures.
• Take every opportunity to encourage learners to identify the day of the week,
when discussing the calendar and weather chart, and throughout the day.
• Give learners cards with the days of the week on them and let the learners put
them in the correct order.
• Relate the days of the week to yesterday, today and tomorrow.
Today is Tuesday.
We are having a guest in our
Yesterday Today Tomorrow class in two days. What day
Sunday will that be?

Tuesday
Monday
We will have art on
Wednesday MondayT Thursday and a party the
uesd ay
next day. What day is the
Friday party?
Thursday
Wednesday
Saturday Sneezing
y
Sunda
If you sne
eze
you sneez on Monday,
e fo
Sneeze on r danger;
a Tu
• Discuss which school activities happen regularly on a particular day kiss a stra esday,
Sneeze on nger;
of the week, and what learners do at home on the weekends. a Wednes
day
• Teach the spelling of the days of theS sneeze for a letter; ,
s neeze on a
week week,
e e k o f Birthday Th
something ursday,
A W ,
and the abbreviations. ir of face
child is fa of grace,
Sneeze on better.
a
sneeze for Friday,
• Sing songs and recite Mo n d a y ’s ll
c hild is fu ll of woe,
poems about the days Tue s d a y ’s fu
’s child is far to go, Sneeze on sorrow;
n e s d a y a Satu
of the week. We d
d a y
as
’s child h and giving, joy tomor rday,
T h u r s
loving g, row.
’s child is
Friday for a livin
ks hard ay
r d a y ’s c hild wor n the Sabbath d
Satu ’s b o r n o g a y .
hild that good and
But the c y and blithe, and
Is bonn

2. Months of the year

Introduce the month names in all of the languages familiar to your learners. What
do the names mean?
• Learn the names of the months in the languages most familiar to your learners.

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 Grade 2: Measurement
• Practise spelling the months. Introduce the abbreviations for the
months. Give learners cards with the month names and let them Thirty Da
ys Hath S
put the cards in the correct order. eptem ber
Thirty day
• Recite poems and sing songs with the names of the months. s hath Sep
April, Jun te
February e, and Nov mber,
has tw e mber;
All the res enty-eight alone,
Excepting t have th
leap-year irty-one,
When Feb , that’s the time
ruary
are twenty ’s days
-nine.

The oldest artefact of our human ancestors using mathematics is the

Ishango bone. It was carved more than 20 000 years ago in the region
near the border between Uganda and Congo and appears to be a lunar
calendar. Many cultures view the moon as divine. It also governs
the tides; so observing the moon is of great importance to sailors and
fishermen.

Ask learners for their ideas about what ways the moon would be important to
people long ago.

Although the sun’s path changes somewhat during the year, it always
gives plenty of light from sunrise to sunset. That is why it represents what
is constant and reliable in many cultures. The moon represents what is
inconstant. When the moon is full it gives off enough light to do most
things we do in the daytime – if there are no clouds you can even read
by the light of a full moon. But after the full moon, its light grows less and
less until it is so dark at night that you can’t even see a person sitting next
to you. In many cultures the moon is associated with what is uncertain
and changeable.

The surface of the moon has craters and mountains. When people look at
the moon they often see an image, but people from different cultures see
different things. Europeans see the face of a man. In many South African
traditions the markings on the moon look like a man or woman carrying
a bundle of sticks. The Tswana saw a woman carrying a child, who was
caught gathering wood when she should have been at a sacred festival.
In Sotho, Tswana, Venda tradition, when the moon was a crescent and
getting larger (Nwedzana is a name for the waxing crescent phase), if the
Grade 1

horns pointed up when the new crescent was sighted in the evening sky,
it was holding up all kinds of disease, and when the horns were tipped
down, the moon was a basin pouring illness over the world.

The Xhosa believed that each month’s new moon was really new, that it
came from the place where all the future moons were, in a large pit inside
the sea. In Bushman legend the moon is a man who has angered the sun.
Every month the moon grows round and full, but the sun’s knife then
cuts away pieces until finally only a tiny piece is left, which the moon
pleads should be left for his children. It is from this piece that the moon
gradually grows again to become full.

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 Grade 2: Measurement
3. The moon’s phases (expanded opportunity)
Ask learners for their ideas about what causes the
moon to change phases. Accept all answers.

Then do this activity. To be

effective this activity requires
blocking the light from the One learner in the pair
sits in the chair and
windows by covering them with sketches what he or
something opaque. Aluminium she sees.

foil or black paper work well.

Each pair of learners needs a
moon model – a ping pong ball (sun) The other learner in the
pair moves the moon
attached to a stick with prestik, around the earth.

or a styrofoam ball on a skewer.

It should be white and smooth
and perfectly spherical. With the
What the learner-observer should see and draw.
windows darkened, put a lamp
(the sun) on a stand in the centre
of the room. One member of 1 2 3 4 5 6 7 8 1

each pair of learners will be the

earth based observer. Each observer is the earth for his/her partner. They will
sit in their chairs in a circle around the lamp, recording what they observe.
The other member of the pair will move the moon model around the earth.

The purpose of this activity is not for the learners to remember the names
of the moon’s phases, but to observe that a sphere like the moon that
is illuminated from one side will appear as a full circle, a half circle, or
something between, or as a crescent or a shape between a half circle and
a crescent, or it won’t be visible at all, depending upon the position from
which we view it.

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 Grade 2: Measurement
Skills and knowledge
The learner:
■■ Sequences events according to days, weeks, months and years.

Suggested activities
1. Ordering time
• When you read a story, list the major events in the plot, in no particular
order, and have learners put them in the correct sequence, either on a
timeline or by sorting cards.
• Ask learners to put themselves in order according to their birthdays. Don’t
tell them how to do it. Let them work out their own method. Then make
a timeline of their birth dates, taking into account the year as well as the
month and day.
• Make timelines of everything: of the events in a story you read, of the
stages of the bean’s growth, of the school year, the school week, the
school day, the months of the year and the seasons, of holidays, of
historical events, of each learner’s life.

Skills and knowledge

The learner: 
■■ Identifies important dates on calendars including dates of:
a) religious festivals;
b) historical events.

Suggested activities
2. Important dates
• Have learners work in groups to plan a series of postage stamps in honour
of holidays, either secular or religious.
• Discuss local secular holidays. Read to learners, or have them read,
passages about the historic event being commemorated.
• Discuss local religious holidays. Read to learners, or have them read,
passages about the meaning of the holiday and how it is celebrated. Some
of the holidays you might consider are Christmas, Easter, Ramadam, Eid-
ul-Fitr, Diwali, Holi, Chinese New Year, Passover, and Yom Kippur.
– What do people do to celebrate these holidays?
– When do people fast?
– What kinds of foods do people eat?
– What do the foods represent? If you can prepare some recipes it would
Grade 1

be great practice in measuring.

– What kinds of decorations do they make? You might make some
decorations or greeting cards.
– Do they buy new clothes? What kind of clothes do they traditionally
wear? Draw the clothes or make them from paper collage.
• In addition to putting the dates on the calendar and calculating how
long until a holiday arrives, or how long between, say, the start of
Ramadan and Eid-ul-Fitr, help learners find out which holidays happen
on the same day every year, which ones happen on different days but
always in the same season, and which ones move continuously, even
through the whole year.

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 Grade 2: Measurement
Skills and knowledge
The learner:
■■ Estimates, measures, compares and orders three-dimensional objects using non-standard and
standard measures:
a) mass (e.g. bricks, sand bags);
b) capacity (e.g. spoons, cups);
c) length (e.g. hand spans, footsteps).

Suggested activities
If we want a poster
1. Measuring for a purpose big enough to hold everyone’s
The best activities are the ones that involve meaningful measurements, birthday, but small enough to fit on
the door, which size poster paper
for example: should we use?
• Will this desk that we want to move fit through that door?
• Will those books fit in the remaining space on the shelf?
• You could measure distances within the school and grounds
and make signs to direct visitors.
Parking: 30 metres
Principal’s Office: Turn right, then 40 metres on your right.

2. Optical illusions and visual puzzles

These provide excellent challenges that help to develop measurement reasoning.
Provide challenging activities that encourage learners to reason about measurements and
to make indirect comparisons.
Also use pictures to stimulate and assess measurement reasoning:

Which line is A
Which is
longer? A or B? wider, the
How do you door or the
know? window?

Which is longer, the top path, or

Which is longer, the top path or the the bottom path, or are they the
lower one, or are they the same? Why? same? Why?

Questions like
Which is these are not
learner to mea asking the
shorter, the sure, but rath
about measuri er to reason
solid path or ng. By asking
individually ab learners
the dotted out their thin
be able to fin king you will
path? Why? d out how they
about measuri are thinking
ng length.
(These assess
ment tasks ar
articles by Mic e adapted fro
hael Battista.) m various

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 Grade 2: Measurement
Here are examples of the kind of questions that will help you assess learners’
understanding of unit iteration.

How many of the grey lines will it take

to cover the black line?

How many grey lines will it take to go all

the way around the rectangle?
3a) Mass
Understanding how heavy things are is a practical life skill necessary for
moving about in the world. Early experiences with a balance are key to
developing intuition of the ‘how muchness’ of mass.

The balance is also the model of equality and inequality. Experiences with the
balance are important for developing an understanding of number sentences
now, and for understanding algebra later.

Give learners plenty of time for free play with the balance.
They can make their own balance from a coat hanger and two
2-litre cold drink bottles with the tops removed about 1_3 of the way
from the bottom. Punch 3 equidistant holes in the rim of each
bottle and tie the 3 strings to the arms of the coat hanger. The
learners should test their balance with 2 items of known equal
weight. If one side hangs lower, they can move the string a little
toward the centre, or move the sting of the side that is too high
out a little. When the two sides hang exactly equal, fix the string
to the wood with a little glue. The classroom balance is probably
more accurate for small masses, so it is best to give learners as
much experience as possible with both learners’ own balances and
commercial balances.

Encourage learners to experiment to get a sense of what happens when they

add different objects to the two sides of the balance.

Exploration should lead children to discover that adding the same thing to both
sides does not change the balance.
Grade 1

Neither does subtracting the same thing from both sides.

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 Grade 2: Measurement

Experience with the balance can also help children develop an understanding of
the transitive property.

Sizwe Themba Themba Manare Sizwe Manare

If Themba is bigger than Sizwe, and Manare is bigger than Themba, then Manare is
bigger than Sizwe.

3b) Capacity
Exploration with capacity also serves both to develop a practical sense of
the ‘how muchness’ of volume and to develop early algebra experiences of
equality and inequality. Again give learners plenty of time for free exploration
of the capacities of a variety of containers , for example, by pouring their
contents from one container to another..

Later, stimulate their thinking with questions such as:

• “If you pour all the water into the other container, what height will it
come to?”
• “If you pour all the water into these two containers, so that it comes to the
same height in each one, how high will the water in each container be?”
• “If you then pour the water from both containers back into the first one,
how high will the water come?”

Predict:
“How many cupfuls do you have to add to the container on the right for the
water to come to the same height as it is in the container on the left? Test
your prediction.”

Then return the containers to the way they were at the beginning and say:

“How many cupfuls do you think you must remove from the container on the
left for the water to come to the same height as it is in the container on the
right? Test your prediction.”

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 Grade 2: Measurement
3c) Length
Which things are bigger?
This activity works best if it’s possible to have half the class work in another
room while the groups make their measurements.
Step 1
Each group needs a set of at least six different objects to measure, and a set
of things to use as non-standard units to measure them. The measuring tools
should range in size, the smallest being 1 or 2 cm, and the largest 20 or 30 cm.
The learners don’t know that the objects to be measured are identical, but the
tools for measuring them are not.
Step 2
Choose six or more objects to measure. These should range in size from a few
centimetres to more than a metre.
Step 3
Tell the class that they are going to measure the objects with a variety of
informal units. The goal is to find out, when the two teams share their results,
which group has the larger size of each item. Each half of the class will be
working cooperatively. Within each team, learners will help each other to make
sure all the measurements are done correctly, and later they will see which team
did a better job of measuring.
Step 4
Within the groups, learners should work in pairs. The group should divide up
the tasks so that every item is measured with each set of units at least twice.
If there is a big difference in the measurements those learners who measured
that item should work together to find out why, and to agree on the correct
measurement.
Step 5
Give each team a set of measuring tools, such as dice, paper clips, pencils and
straws. Choose a wide range of sizes so that each unit will be appropriate for
measuring one or more of the items, and inappropriate for measuring one or
more others. However, if one team gets standard size paper clips, the other
team will get jumbo ones; if one team gets small pencils, the other team will get
regular pencils; if one team gets whole straws the other team should get straws
with a quarter or a third of the length cut off. Team A should get the larger
version of at least one of the measuring units, the smaller version of at least one
of the units, and at least one of the units should be identical for both teams.
Decide whether you want the learners to record whole units only, which makes
the activity a little simpler, or estimate half units, which gives them practice with
halves.
Step 6
Grade 1

Display all the results in a table.

Measuring tools
Measuring tools
dice paper clips pencils straws
small block
book
umbrella
pencil sharpener
scissors
broom

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 Grade 2: Measurement
Step 7
What patterns do learners see in the results? Accept all answers, but be sure
they identify that the smaller the units, the more of them in the measurement.
“Which units were most appropriate for measuring the largest item? Why?
The smallest?” etc.
Step 8
Bring the class together again. Have each team display the table with their
results. Now have learners work in groups of 4 – 6. Their task is to put all
the larger items in one group and all the smaller items in another according
to their results.

Give them plenty of time to discover that it’s a trick question. For each
item, Team A’s measurements compared to Team B’s, are the same for some
units, larger for others, and smaller for still others. Why? The answer to that
question is the ‘Big Idea’ of this lesson. Learners should realise that the size of
their final measurements depend on the size of their unit of measurement. For
example, if Team A used whole pencils it will need less pencils to measure
the same item than Team B who used “cut-off pencils”.

Tell the story of the king who wanted to surprise

his queen with a birthday present of a bed.

A Tall Tale of Two Feet

Because it was a surprise he waited until Finally, on the morning of the queen’s
she was asleep and measured around her birthday the carpenter brought the bed.
to see how big the bed should be. He It was the most beautiful carving the king
measured very carefully, heel to toe and and queen had ever seen. But when she
heel to toe. He found that the bed needed lay down on it, they saw that it was far
to be six feet long and three feet wide. too small.
So he went to a carpenter who was The king roared, “I told you to make it six
famous for carving beautiful beds and he feet long and three feet wide!” “But I
asked him to make a bed fit for a queen, did, sire. Look,” said the carpenter, What happened in
exactly six feet long and three feet wide. and he measured off exactly six the story? As an extension, let’s
The king was so excited because he of his feet long and three feet invent our own stories about what
was sure his queen would be delighted wide. can happen when we do not use the
with her new bed and would sleep very same sized units to measure.
comfortably on it.

4. Standard units for measuring

It is accepted practice when we introduce measurement to measure length,
mass, area, and capacity with a variety of non-standard units before we
introduce standard units. We begin with non-standard units:
• firstly, to introduce the idea of measurement informally, and,
• secondly, to help learners see the limitations of non-standard units and so
c ome to understand why we need standard units.

Sooner or later, standard units are needed in order to be able to communicate

information about measurement. Here is an activity designed to help
learners discover that necessity.

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 Grade 2: Measurement
Length – centimetres, metres and kilometres
When we introduce standard units in Grade 2 we want learners to develop a
familiarity with the quantities we use for formal measurement.
• Have learners make their own ruler by cutting out 10 cm strips from cm
grid paper. Ten strips together make a metre.
• Review the concept of measuring from the starting point to the end point.
If the 0 of the ruler is at the starting point, the length can be read from the
number at the end point.
• Have each learner find a number of things that are 1 cm in length, 10 cm
and 1 metre.
• Working in pairs, have learners trace their partner’s outline onto large
paper and have each learner cut out his outline to make a life-sized poster.
 Have learners find something on their body that is 1 cm,
10 cm and 1 m.
• Find something in your school environment that is 1 1cm
kilometre long. For example, if you have a running
track, measure it and work out how many laps make 1
kilometre. Or work out how many times around the school yard is
a kilometre. You can also find a point along the road exactly 1 km
from school or two local landmarks that are exactly 1 km apart.
 Encourage the learners to walk the 1 km journey to get a sense of
how far 1 km is.
Mass
• Give learners items that are 1 g, 10 g, 100 g and 1 kg in mass. Let
them explore and find, by lifting various items, several things of
similar mass.
• Have each learner make a poster with one item for each mass.
Ask them to choose which item they think of when they want an
idea of how much mass is in 1 g, 10 g, 100 g and
1 kg.
Capacity
• 
Give learners items that hold 5 ml, 10 ml, 100 ml
and a litre. Have them explore, looking for things
that have the same capacity. They can estimate
the capacity in the cases where it’s not possible to
measure it.
Grade 1

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 Grade 2: Measurement
5. Place value games
The introduction of metric units is also an opportunity to deepen the learners’
understanding of place value in the base 10 system.
Units of mass and capacity
Learners play in pairs. They take turns to role a die. The aim is to reach a sum,
after 7 turns, of as close to a target length as possible. For example, they can
use 1 g or 10 g to reach a goal of 100 g, or else choose 10 g and 100 g
to reach a goal of 1 kg.
To play with volume, choose 1 ml or 10 ml to reach a goal of 2+4+1
100 ml, or else choose 10 ml or 100 ml to reach a goal of 1 litre. = 7g all together

Estimation
Estimation and prediction are part of almost
every measurement activity, whether learners are
measuring length, mass or capacity. There are also
many opportunities for prediction in activities
you do for other subjects.

Waste Paper
Decide on a place to pile up scrap paper
How high do you think
(or other waste material) the pile will be at the end of
for a week, then explain: the week?
When we use paper
Record learners’ predictions. Measure and don’t need it any more, we If we kept going for
throw it out or recycle it. We’re going a month how high would
the height of the pile each day. At the end to see how much we gather the pile be? For a year?
of the week, compare the results with the if we pile it up for a week.
prediction.

Rain Gauge 6cm

Make a rain gauge by marking 1 cm intervals on the outside of a clear plastic 5cm
container. Secure it outside in an open area where it will collect water in the 4cm
rain. Have learners predict how full the container will be after a week of rain. 3cm
After a week, pour the water into a measuring cup to see how many millilitres 2cm

of rain fell. Compare the amount that fell with their predictions. 1cm

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 Grade 2: Measurement
6. Measurement scavenger hunt
Scavenger hunts are fun. The questions can focus on length, mass or capacity.
• Direct measurement: find something the same length as a straw, the same
mass as a tennis ball, or as heavy as this book.
• Greater than and less than: find something longer than a new pencil and
shorter than your pencil case; heavier than the sellotape but lighter than
the scissors; or that holds more than the cup but less than the flask.
• Non-standard units: find something that is 6 paper clips long, the same
mass as 3 dice, or something that holds three scoops.
• Standard units: find something that is 1 m long; something with a mass of
3 gm, or something that holds 500 ml.

Scavenger hunts can take place inside or outside, and can easily link to other
maths outcomes by adding criteria that have to do with number, patterns or
shapes. You can also use standard units of measurement.

While the learners are looking and measuring, you’ll have the opportunity
to observe their understanding of measurement and give guidance where
appropriate.
Grade 1

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 Grade 2: Measurement
Vocabulary
Time:
early late day night morning afternoon
evening before after beginning end clock
watch face hand later earlier sunrise
sunset shadow o’clock clockwise anti-clockwise half past
quarter past quarter to minutes past minutes to fast slow
today tomorrow yesterday names of days of the week and months of the year.
Mass:
heavy light heavier lighter heaviest lightest
heavier than lighter than more/less same as has greater mass has less mass.
a light object has less mass
a heavy object has more mass
Capacity:
full empty holds more than holds less than half full
the same as least most cups buckets
jugs glasses estimate container.
Length:
longer shorter taller higher as long as as short as
estimate high low shallow hand span foot
pace centimeter metre millimetre.

Resources
clock faces without numbers bags
spinners feathers
special dice rocks
grid paper a scale or balance
scissors objects for casting shadows
sellotape torch
aluminum foil table
water lamp
sand pictures relating to time of day
containers of various sizes pictures relating to holidays of different cultures
beans to plant picture of the earth from space
plastic or cardboard shapes constellation maps and star finders
tangrams information on Islamic, Hindu, Jewish, Chinese
string calendars
rulers holiday dates, timetables, newspapers,
blocks or other material to stack and build with information on the times of historical events,
boxes times from local or school sports.

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 Grade 2: Data handling
Grade 2:
Data handling
The learner will be able to collect, summarise, display and critically analyse data in order to draw
conclusions and make predictions, and to interpret and determine chance variation.

Skills and knowledge

The learner:
■■ Collects data (alone and/or as a member of a group or team) in the classroom and school
environment to answer questions posed by the teacher (e.g. ‘How many learners are there in each
classroom?’).
■■ Sorts physical objects according to one attribute chosen by the teacher.
■■ Gives reasons for collections being grouped in particular ways.
■■ Draws pictures and constructs pictographs that have a 1-1 correspondence between own data and
representations.
■■ Describes own or a peer’s collection of objects, explains how it was sorted, and answers questions
about it.

The data handling process

In Grade 2 learners continue to collect and sort concrete objects and gather data from surveys and experi­
ments. They will collect, sort, analyse and display the data with the help of tables, tallies and pictographs.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

1. Collecting and sorting activities

Examples of data that learners could collect
• kinds of footwear children like
• how much different family members weigh
• different lengths of clothes, e.g. scarf, pants, socks, etc.
• cleaning materials used at home Examples of graphs
• types of pets Transport to school
• objects that can float/ sink
• what objects are made of, e.g. wood, glass, plastic, etc.
• favourite colours/ toothpaste/ soap/ fruit/
vegetables/ animals
• ages of family members
• ages of learners in the class
• weather chart: how many sunny/windy/rainy days; = 1 learner
temperatures, etc.
7
• farm animals, wild animals, pets
Number of pets

Fruits in learners’ lunchboxes 6 4

• ways of transport to school 5
4
4
4 4
4
4
• birthdays of learners / family 3 4 4 4 4
2 4 4 4 4
• different kinds of homes 1 4 4 4 4 4
• toys learners have
Fruit

• reading lists of books learners Kinds of pets

have read
• different kinds of cars
1 2 3 4 5 6 7 8 9
Number of Fruit

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 Grade 2: Data handling
Possible criteria to sort objects
Size: big/ small; tall/ short; long/ short; fat/ thin; thick/ thin
Mass/weight/capacity: heavy/ light; float/sink; full/empty
Age: old/ new; old/ young
Colour: primary/ secondary colours
2-D Shape: triangle, circle, square, rectangle
3-D object: boxes, balls, cylinders, objects that can roll or not roll
Texture: rough/ smooth; soft/ hard
Number: range 0 – 100; multiples of 10, 5 and 2 from 0 - 200
Speed: objects that move and don’t move; fast/ slow (animals, transport, etc)
Material: plastic, leather, glass, paper, wood, steel, etc
Classification: transport/ fruit/ toys/ clothes etc
Similarities/ differences: sort bag of shapes according to two similarities, e.g. put
together all the shapes that are both smooth and thick.

Summary of the types of data collecting tools

used in Grade 2
Sorting circles (Venn diagrams)
When children begin to sort objects, they group the objects together, and may
make a line around them with crayon or with string, or make pictures of the
objects in groups, and encircle the groups that belong together. Sometimes
we give them the attribute they should sort by, and other times they choose it
themselves. Although the learners sort groups of objects with many attributes, in
the early grades the learners sort only one attribute at a time, and the sets do not
overlap (intersect).
First we sorted the shapes We put blue shapes
by size. We put the big ones in one group and red shapes in
together in one group and the small a group and yellow shapes in a
ones in another. The middle sized group. We sorted the shapes by
shapes made a third group. colour.

blue red yellow

Concrete object graph shapes shapes shapes
A concrete object graph involves categories and counts of
the number of people or things in a category (frequency). apples
Actual people or things are placed on the floor, desk, or
paper to display the categories and counts. The layout grapes
of the graph can be in any direction. The layout here is
horizontal. oranges

Pictograph or pictorial graph

A pictograph or pictorial graph involves categories
and counts of the number of people or things in a
apples
category (frequency). Drawings or other pictures are
grapes
used to display the counts in each category. The layout
of the graph can be horizontal or vertical. The layout
oranges
here is horizontal.

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 Grade 2: Data handling
Symbolic graphs and tallies
A symbolic graph uses some type of symbol (a tick mark, an X, a happy
face) to display the count in each category. The layout of the graph can be 
horizontal or vertical. The layout here is vertical.
Ways we get to school 
When we use tally marks grouped Car ///
 
Bus ////
by 5, the symbolic chart used is Walk ////
called a tally chart.   
Bike ///
Taxi //// //   
Carroll diagram
Carroll diagrams are rectangular tables that display data in a yes/no way. They

Pencils
Kokis
are named in honour of Lewis Carroll, the author of Alice in

Pens
Wonderland, who was also a mathematician. Even Not Even
2, 4, 6 1, 3, 5, 7
Suppose, for example we have the numbers 1, 2, 3, 4, 5, 6, 7,
and we ask if each number is even.
Thabo, how
My father
Lists do you get to
school? brings me in
A list is a series of related words, numbers, or other items. We use lists his car.
everyday - a grocery list, a list of errands, letters to write or calls to make.
A list may or may not be numbered, or organised in some logical way, and
it may or may not be displayed with lines, rows, columns, etc. We could ask
each classmate how he or she got to school today, and make a list
of the answers as we receive them.
Tables
If we have a lot of data in a list that isn’t organised, it’s not easy to summarise it List o
at a glance. Often we can see patterns in the data more easily if, as we collect to schfooways we get
l
the information, we record it in a table. A table has rows and columns for the Mpho co
me
information. The grid lines may or may not be displayed. Spreadsheets used Lerato ta s by car.
ke
in computing are examples of tables. Nonhlan s the bus.
h la
Kelebogil rides her bike.
e
If we know that all the learners travel to school either by bus, car, bicycle, Thabo co takes a taxi.
m
walking, or taxi, we can make a table with the means of transport across Khaya rid es by car,
e
the top. Then, when we learn how a particular learner
Liziwe ta s her bike.
arrived that day, we can record his or her name in the kes the b
us.
right column.

This is a good way to record the data if we want to know

not only how many learners arrived by each method, but
also who came to school with which transport. Ways we get to school
Car Bus Walk Bike Taxi
We often use tables to record data when we are Mpho Lerato Paul Karabo David
conducting experiments. Thabo Lesedi William Nonhlanhla Steven
Mary Liziwe Ngubo Khaya Kelebogile
Elsie Queenie Zami
Manare Luna
Heather
Ayanda

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 Grade 2: Data handling
Suggested activities
Sorting people
To help learners develop the skills they will need to organise and classify data in tables and
charts, challenge them to work concretely to sort themselves according to various criteria.
For example, ask them how they can find out whose birthdays come before and after their
own. Ask them to organise themselves in some way according to their birthdays. You may
like to do this activity outside. Don’t worry if the process is a little chaotic. Let them think
and experiment. Eventually they will end up in a circle, or find some other creative way to
answer the question.

Try other ways of sorting the class. Ask one learner to sort the class according to a secret
rule of their own choosing. You can model the
activity for them. Choose, for example, to put all the learners wearing
jerseys in one group, all the learners wearing tracksuit tops in
another, and those not wearing either in the third.

Send the learners to the appropriate groups one by one. Ask learners to tell you when
they think they have guessed the rule. Rather than have them say the rule, let them assign
the next learner. If the assignment is incorrect, make the correct assignment and then ask
for another volunteer. If it’s right, have them continue to make assignments until you’re
sure they know the rule, then ask for another volunteer. Once you’ve modelled the game,
let learners take turns deciding on the rule. This game is a lot of fun and can be played
frequently.

Class shop
Set up a class shop. Give each learner R100 in play money. Use items to Class
shop
represent the things learners will buy. Have each learner make a poster advert
for a product of his or her choice. Let them have special offers on the price, R6 eac
such as “R4 each, or 3 for R10”. Let learners take turns to be shopkeepers and h
customers. Have the customer buy at least 3 items. Let the class check to see if
50c ea
they have summed the prices correctly and have given the right change. Make a ch
table for each learner to keep track of his purchases.
Date Item Purchased Amount Balance R4 e
or 3 fo ach
1 June 2009 Starting Balance 100 r R10
2 June 2009 1 Chocolate Ice Cream Cone R5 95
Symmetry
Make cards with pictures of cultural artefacts such as
baskets or beads
and have learners sort them according to the type
of symmetry they see.
Carroll diagram
Give the learners lists of numbers or things and have
them use Carroll diagrams to answer questions such
as:
“Is it an odd number? Is it a bird? Is it green? Is it food?
Does it roll?
Is it food? Does it roll?”
Even Not Even Is it an odd
2, 4, 6 1, 3, 5, 7 number? Is it a bird?
Is it green?

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 Grade 2: Data handling
You can also use a Carroll diagram when introducing a concept by giving
examples and counter examples, and have learners sort shapes and objects
such as balls and not balls, boxes and not boxes, squares and not squares.

These shapes are triangles These shapes are not triangles

Making graphs
Estimation with mixed beans
Make a mixture of different kinds of beans and put them in a big bowl.
Ask the learners to estimate how many beans they can hold in a closed
hand so that no beans are showing. Have them write their estimate
down and show you their estimate. Taking into account the range of
estimates, choose appropriate intervals for guesses. For instance, you
might choose intervals of 0-10, 11-20, 21-30, etc. up to the maximum
amount of your learners’ estimates. Put signs indicating the intervals on
the front of your desk. Give learners something that can stack , such as
blocks or books, and have each learner put the object in the appropriate
stack, to make a concrete graph of the distribution of guesses.
0-10 11-20 21-30
Then let each learner take a handful of beans. The other learners can
help them make sure that no beans are showing. Have each learner
count his or her beans. Let them remake the concrete graph according to
their counts.

Repeat the experiment (this could happen on a different day), but this
time, choose a different container to hold the beans – small cups, for
example. Again have everyone estimate, make a concrete graph of their
estimates, and then have everyone do the experiment. Again, compare
the result of the experiment with their estimates.

Extensions:
Do a similar activity with estimations of length, mass and capacity using
non-standard units. Let learners guess first, then have some measurement
experiences, then estimate again. Be sure to let them see how their estimation
skills improve after some experience. See LO4 for many measurement
activities.
Growing beans
Plant the beans in soil and watch them grow. Have learners measure the
height of the beans with string and attach the string to a table with the date.
Check and record the height over a few weeks. Have the learners make
pictograghs of the growth of their plants.

For the simplest experiment, have all the learners plant the same kind of bean.
Extensions would be to compare different kinds of beans, or to think about
what a bean needs to grow – water, lights, nutrients. Some beans could be
kept in the shade and their growth compared with the ones in the sun. Or
beans could be given different amounts of water.
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 Grade 2: Data handling
Half a Heart
You will need: Paper (A4) and scissors.

Tell the learners to fold their papers in half

carefully.
On the board, draw a dashed line and tell them
it represents the fold of their paper. Then draw
half a heart. Tell them to draw a shape like that
and cut it out to make a nice heart shape. You
could choose a different symmetrical shape.
You have purposefully not told them how
big to draw their heart, or shown the edge of
the paper. The learners will make hearts in a
variety of sizes.

Collect all the hearts and group them into

small, medium and large.
Then make a pictograph with the hearts. Discuss the symmetry and the variety
of shapes, which are all hearts (or whatever other shape you chose.)

Ask, “Which size heart was made by the most learners?”

To distinguish between the column with the greatest number of hearts, and the
column which may be taller because the hearts themselves are taller, you need
to put each heart in a box, and make all the boxes the same size.

Chance and probability

To develop their intuition about chance and probability that they will encounter
in Intermediate Phase, learners need a lot of experience with dice, spinners
and coin flipping. Use games of chance to strengthen their understanding of
numbers.
10 cents 5 cents
Place value game 1
This game is a way to deepen the learners’ understanding of place value. Give 2
them play money – 5 cent coins and 10 cent coins. The learners play in pairs. 3
Each player needs a score sheet that looks like this. 4
5
The players take turns rolling the die. Both players use the number thrown. 6
Each player may take that number of coins – either all 5 cent coins or all 10 7
cent coins. No mixing is allowed. The player puts the coins in the appropriate
column. Whenever a player has ten cents he must exchange the coins for a 10
cent coin, which goes in the 10 cent column. The goal is to have a sum, after
exactly 7 turns, as close as possible to R1. After 7 turns the players look to see
who is closest. That player is the winner.

Extensions:
• Make a rule that the winner is the one who is closest to R1 without going
over.
• Play with three columns, with 5 cent, 10 cent and R1 coins, with a goal of
getting as close to R10 as possible.
• Instead of coins, play with written numerals. On each roll, the player may
write the number rolled in either the 1’s place or the 10’s place. The one
whose sum is closest to 100, without going over, is the winner.
page 205
 Grade 2: Data handling
Data handling integrated with time
How much sleep do we get?
Learners work alone. Ask each child to write the
answer to these questions:
• What time do you usually go to sleep?
• What time do you usually wake up?
• How much sleep do you usually get?
Have the learners write the amount of sleep they get in hours on a slip of paper. As
a class, sort them from most to least. Let each learner put his or her slip of paper
onto the graph to make a pictograph. This is also a good opportunity to discuss the
health benefits of a good night’s sleep.
Calendar activities
Make a place value display next to the calendar. You need two pockets to hold
straws. Each day add 1 straw to the units pocket. On Monday also add straws for
each weekend day. When there are 10 straws, bundle them together and put the
bundle in the tens pocket. Starting with the bundled straws first, count the straws to
find the date.

Add birthdays to the calendar as they occur and use them to complete a birthday
chart.
Time of day
• As learners master reading an analogue clock, make sets of cards with clocks
showing different times. Use one colour for AM times and another colour for PM
times. Let them work in pairs to put the time cards in the correct sequence.
• Make picture cards for activities that happen at different times of the day – going
to bed, eating meals, brushing teeth, going to school, studying in class, playing,
classroom chores, going home, etc. Let them match the clock cards to the
activity cards.
• Let them sequence the activity cards without the clocks.
• Display the classroom schedule showing the time of each activity and a picture of
what happens at that time. tens units
Weather
Discuss the weather each day. Let a different learner put a picture on the calendar
each day showing the weather that day. At the end of the month make a graph to
see how often which kind of weather occurred.
Weather Chart for April
Weather graph for April (symbolic graph)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
4 4 4 4 4 4 4 4 4 4
1 2 3 4 5
4 4 4 4 4
6 7 8 9 10 11 12
4 4 4 4 4 4 4 4 4
13 14 15 16 17 18 19
4 4 4 4 4
20 21 22 23 24 25 26
4
27 28 29 30

Ask questions about the graph, e.g. “How many sunny and partly sunny days did we
have in April?”
Use the graph to look for patterns in the weather.

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 Grade 2: Data handling
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• collect, sort, classify, arrange, compare, order
• graph, pictograph

Grade 2 - add the following to the Grade 1 vocabulary:

• tally, list, diagram, Carroll diagram, symbol, table

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• column, row, bar graph, scale.

Resources
Grade 1:
• things that learners can collect and sort
• daily programme, birthday graph
• measuring tools such as arms, feet, hand spans, bottles, buckets, spoons, balances (scales)
• sorting circles (Venn diagrams), concrete graph, pictograph, number line.

Additional resources for Grade 2 and 3:

• clocks, calendars with important dates, weather chart
• extra measuring tools for distance around a shape and for area such as string and tiles.
• tally sheets, Carroll diagram, lists, tables, bar graph.

page 207
 Grade 3: Numbers, operations and relationships
Grade 3:
Numbers, operations and relationships

The learner will be able to recognise, describe and represent numbers and their relationships, and to
count, estimate, calculate and check with competence and confidence in solving problems.

Skills and knowledge

The learner:
■■ Counts forwards and backwards in:
a) the intervals specified in: Grade 2 with increased number ranges;
b) twenties, twenty-fives, fifties and hundreds between 0 and at least 1 000.
■■ Knows, reads and writes number symbols and names from 1 to at least 1 000.
■■ Orders, describes and compares whole numbers to at least 3-digit numbers
■■ Recognises the place value of digits in whole numbers to at least 3-digit numbers.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) number lines;
d) rounding off in tens.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
In order to help learners develop a good understanding of our counting system, integrate counting
activities with sequencing (ordering), comparing, naming and describing, grouping into multiples,
number patterning and place value work.

By Grade 3, learners should be developing the ability to work abstractly and

also to extend their understanding of counting patterns to bigger numbers
(up to 1 000) and with bigger multiples (twenties, twenty-fives, fifties and
hundreds). However, where necessary, support learning with appropriate
concrete aids. Continue to use concrete materials to:
• introduce new concepts;
• work with bigger numbers and new multiples;
• support learners who are not yet secure with Grade 1 and/or 2 counting
and sequencing.

1. Counting and ordering numbers

Start by checking that learners are able to meet the Grade 2 requirements and
that they can build on this knowledge.

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 Grade 3: Numbers, operations and relationships
Counting in 2s, 5s and 10s
Check that learners can count efficiently in multiples
of two, five and ten.

Let learners count objects in drawings that have been

grouped in different ways.

How many mouths

do these children have
altogether? … How many eyes?
…ears?… fingers? … toes? …
fingers plus toes? …

See Resources, p367, for

example worksheet.

Counting backwards and forwards

• Ask questions to check that learners can count backwards. For example,
“One bunch of balloons flies away. How many balloons are left? …
2 bunches fly away, how many are left? … 3, 4, 5 bunches fly away …
how many are left? … I have 100 balloons left. How many bunches flew
away?”

• Encourage learners who can count accurately, to extend their counting

patterns to larger numbers by asking questions like: “I have 150 balloons.
I buy one more balloon. How many balloons do you think I have now?
…. I buy 2 more balloons, how many now? … 3 more? … 4 more? …
a whole bunch more? … 2, 3, 4, bunches more?”, etc.

Organising objects
Check that learners understand the purpose of organising objects to count in
multiples.

Estimate and count

One learner puts out a large handful of objects (e.g. beans, stones, counters)
on the table. Each group member writes down his/her estimate of the number
of objects. As quickly and accurately as possible, the group counts and
checks the actual number of objects. The group winner is the learner who
makes the closest estimate. Encourage groups to find ways to group their
objects for quick, accurate counting and checking.
We grouped in
10s…10, 20, 30, 40, 50,
We made groups of 5. It’s easy 60, 70, 80 and these 7
I notice these …that’s 87 altogether.
two groups counted very quickly. to count and check… 5, 10, 15, 20, 25, 30, 35, 40,
How did you manage that? How 45, 50, 55, 60, 65, 70, 75, 80, 85 … add the 2
do you know that you counted extra ones…that’s 87 altogether.
accurately?

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 Grade 3: Numbers, operations and relationships
Extend the game by encouraging learners to organise their groups into bigger
multiples. Ask questions like: “How many groups of five make a group of ten? …
How many groups of ten make a group of twenty? … Can you group your objects in
twenties? … Now see how quickly you can count them in twenties?”

Counting by grouping
Learners can practise counting in twenties by taking bigger handfuls of objects,
organising them into groups of twenty and then counting them as quickly as
possible. Let learners who still need to count in fives or tens do so. With more
experience, through counting and organising different amounts into larger groups,
they will develop the understanding and the confidence to count more quickly.

Set challenges that encourage learners to think about the patterns for counting in
multiples of twenty… “If you have 20 objects, how many groups of 20 do you think
you will be able to put out? Do you think you will have any objects left over? … If
you have 21 objects, how many groups of 20 do you think you will be able to put
out? Do you think you will have any objects left over? … 40 objects? …47? ... 50?
… 60… 63?” etc.

Extend the activity further by encouraging learners to organise their objects into
groups of twenty-five and, later, groups of fifty. Ask guiding questions to help learners
think about the patterns for counting in each of these multiples.
In this document we use
examples of South African
Counting money money. Substitute examples
Use play money as a resource to help learners count in multiples of twenty, of your local money as
twenty-five, fifty and a hundred. Once learners are familiar with the values of appropriate.
your local money and can convert between denominations, you can let them play
estimating and counting games with play money. For example:

• Let learners investigate the similarities and differences between counting in tens
and counting in hundreds by making amounts up to R1 000 using their R10 and
their R100 play notes.
“Make R100 with your R10 notes. How many R10 notes did you use?
Stack them in a pile. Make enough piles to show R500.”
“Make R500 with your R100 notes. How many did you use?”
“Make piles of R10 notes to show R800. Now make R800 with your R100 notes.
Show R1 000 using your R100 notes. Show R1 000 by making piles of R10
notes.”
“How many R100s do you think you need to make R2 000? How many R10 notes
to make R2 000?”

• Let members of small groups each take a handful of different notes. They estimate
the total value of the group’s
We counted the money
money and then find quick ways in each pile then we added it like
to check their estimates. this … First we counted all the hundreds
from all the piles. That’s R100 plus R100
plus R200 plus R400 …makes
altogether R800.
Then we added the rest of
the money - 75 plus 20 makes… 75,

R20 R25 0 0
85, 95 plus another 50 … We did it like

R5
this … 95 plus 5 is 100 and another 45
R10 makes 145. In the end we added 800
plus 145. That’s R945 altogether.
Whew we did a good,
long job!
R120 R175 R250 R400
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 Grade 3: Numbers, operations and relationships
• Once learners have worked
Extension
practically with their play 1 x R10
= R?
money, give them written 2 x R10 2 x R10
0 = R?
0 = R?
exercises, like these: 20 x R1 20 x R1
0 = R?
= R?
7 x R10 7 x R10
00 = R? I notice that
Ask them to look for patterns 0 = R?
70 x R1 0 = R? 20 x R10 gives the same answer
in their answers and to tell you as 2 x R100 and that 7 x R100 is
about these. the same as 70 x R10!

Exchanging money
Let learners practice exchanging money by playing the Trader’s Game.

Make game boards on A4 paper or cardboard. Trader’s Game

Rules R10 R1 10c
One learner is the banker. The banker controls the money and checks
the exchanges. The rest of the players take turns to throw the dice.
The number that the dice lands on shows how many 10c pieces the
banker must give that player. The player puts the 10c pieces in the last
column on the board.
Learners continue to take turns. After each turn they add their 10c coins.
When a player gets more than ten 10c pieces, he or she must exchange these for
a R1 coin.
When they have more than ten R1 coins, they exchange them for a R10 note.
Depending on the amount of playing time available, the winner can be the first
one to make R10, R20 or R100.
You can extend the game by changing the rules and the game boards in different
ways to encourage learners to build up and count in bigger multiples.
For example, let the number the dice lands on show how many R5 notes the
banker must give each player, and use a board like this:
R100 R50 R20 R10 R5

Comparing amounts
Check that learners can compare amounts and have developed appropriate
vocabulary to describe their comparisons.
Check that your learners have developed and can use words to describe
comparisons in many different situations, e.g. more, less, fewer, as much as,
a little, a lot, same, different, equal, about, nearly – or equivalents in home
languages. For example, learners:
• Measure and compare different standard measures, e.g. “Which container
holds the most? Which weighs more?”;
• Find the relative positions of numbers on a number line, e.g. Show me where
you will place these numbers on your number line: 15, 55, 13, 31
Place these numbers on your number line: 150, 105, 115, 151 or
Name the twentieth number on your number line;
• Order number cards of different values up to 200.
• Fill in the missing numbers in number patterns,
e.g. 80; 85; ___; ___; ___; 105, or 140; 130: 120; ___; ___ ; ____;
• Play What number am I thinking of?
What number am I thinking of? It is more than 67, less than 72 and it is also
a multiple of 10.

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 Grade 3: Numbers, operations and relationships
• Round off in tens,
e.g. Is 37 closer to 30 or to 40? … Is 137 closer to 130 or to 140?
• Compare and order ordinal numbers,
e.g. Who will stand closer to the front of the queue, the person in the fifty-
fifth place or the person in the forty-ninth place?
Place these people from front to back in a queue, the person in the
hundred and thirty-ninth place, the person in the thirty-ninth place, the
Make cardboard cut-outs
person in the ninety-third place (or equivalents in home language).
of number cards for each
2. Building two-digit and three-digit numbers of your learners.
Extend learners’ ability to combine different values and to use place value to (See Resources, p344).
read and write numbers up to at least 1 000.

Number cards
Extend the Grade 1 and 2 activities with number cards.
If your learners have not used these cards previously, teach them how
to arrange their cards in order, how to replace each card in its correct
place after they have used it and how to hold the cards correctly
when they combine them to make one number (see Grade 1 and 2
work with number cards).
100200

Extend the Grade 2 number card activities by introducing the Hold up your 9 card. Now put it back in the
correct place… Show me your 40 card. Now
3-digit cards. Challenge learners to generalise their understanding put it back in the correct place… Show me
of place value patterns to include larger numbers. Include your 100 card. Now put it back in the correct
place... How do you think you can make 149
examples where the same digit appears in different places and with your cards?
examples that include 0 as a placeholder.

Learners can then work in pairs or small groups. They challenge

40
each other to find and explain ways to build different 3-digit 100 9
numbers. Let them write the numbers in parts, and as single
numbers, e.g. 400 + 20 + 6 = 426.

Important note: During the early years it is not useful or necessary to teach
place value by getting learners to write 126 = 1H + 2T + 6U. This way of
thinking is very abstract and does not come naturally to young learners. It
often prevents them from understanding the patterns in our number system
and how we use these patterns to break down and build up numbers in ways
that help us find ways to calculate and to solve problems. Young learners
understand and can use the concept of ‘one hundred plus twenty plus six’
(100 + 20 + 6) more easily because this way of thinking matches the way they
read numbers.

Through the activities you present and the guiding

questions you ask, learners should develop these Each digit in a number
important ideas about how our number system works: has its own value. The place
• Up to nine, we use a new digit and a new number where we write the digit in the
name for each number (1, 2, 3, 4, 5, 6, 7, 8, 9); number shows its value:
• After nine we begin to group in tens, and in multiples
of ten; This place
l 234 This place
shows the number
of ones
shows the number This place
• We then place digits in different positions in numbers of 1 000s
This place shows the number
to show their values. shows the number of 10s
of 100s

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 Grade 3: Numbers, operations and relationships
When we write the number 159, for example, the place of the 1 shows that
it stands for 100, the place that we write the 5 in shows that it stands for 50
and the place we write 9 in shows that it stands for 9 ‘singles’ or ones.

We use a zero to show places in the number where there are no values. For
example:

70 the place of the zero shows that there are no ones in this number
709 the place of the zero shows that there are no tens in this number

Our main aims in getting learners to break down and build up numbers into
hundreds, tens and units are to help them:
• understand how we use placing patterns to write multi-digit numbers;
• understand the ‘short cuts’ we use to write numbers like 78
(we put the 8 for the ‘ones’ in the place of the zero ‘place holder’ in the
70);
• understand that in a number like 249, the ‘2’ shows a bigger value than
the 9 because of its place in the number - the ‘2’ stands for 200 and
the ‘9’ stands for 9;
• understand how they can combine and break up numbers to make it
easier to calculate in different ways.

Find the missing card

To reinforce learners’ understanding of how we build up and break down
numbers in multiples of 10 and of 100, play the Find the missing
card game. need
Cards I
Draw a grid like this on the chalkboard (add extra Card I
My
rows at the bottom). Let pairs of learners copy the grid. r have
Numbe 20
They take turns to write a 3-digit number of their choice 328
4
in the first column and to put out either a hundreds, a tens 734
or a ones card in the middle column. Their partner must find
the correct two cards and place them in the last column. 70 80
Learners check each other’s solutions. 60 90 See Resources,
50 10 p349, for
Let learners use spinners and number cards to practise building up and 40 20 examples to copy.
30
breaking down 3-digit numbers into hundreds, tens and units.
In small groups, learners take turns to spin the three spinners. They use 3 4 900 100
2 5 800 200
number cards to build their numbers and then write their numbers in their 1 6 700 300
books in two ways like this: 9 7 600 400
8 500
300 + 40 + 7 347
1st 2nd 3rd
For each round, the winner is the player who spins the biggest number.
Mary 322 147 765
Integrate the activity with calculating by letting learners record their
Luke 189 274 823
scores in a table and write the name or initial of the winner for each
round. After about 3 or 4 rounds, let them each total all their scores and Thabo 719 215 386
then order their totals to find the overall winner. They can also work out Nasif 461 227 693
how much more the winner scored than each of the other players, or how
much less each player scored than each of the other players.

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 Grade 3: Numbers, operations and relationships
Scatter Boards 100s
• Draw, or let learners draw, a scatter board like this for each group of learners. 10s
• Each learner takes 10 counters.They take turns to close their eyes and scatter
their counters onto the board. They work out and write down their scores.
If a counter lands on a line they use the value inside the line. 1s

By presenting learners with similar challenging tasks and questions in

different contexts and with different aids, you help them build up, practise
and reinforce their number knowledge. There is then no need for rote
counting and rote repetition of number bonds. See Resources,
p347, for example to
Writing numbers copy.
Once learners understand how to build the numbers, let them start writing them (they may
need to copy from their constructed number cards in the beginning). Develop work cards and
worksheets like these, or select appropriate ones from text books so that learners can practise
analysing and writing numbers up to 1 000.
Underline all the 70s. Circle all the 5s.
567 575 758 587 2 697 357 375 573
Write these as numbers.
nine hundred and two ninety two
five hundred and thirty four five hundred and forty three
one thousand nine hundred one thousand one hundred and fifty four
Break these numbers into hundreds, tens and ones.
459 = 400 + 50 + 9 210 =
703 = 739 =
901 = 910 =
Build these amounts into one number.
900 + 40 = 900 + 4 = 900 + 40 + 4 =
700 + 3 = 700 + 30 = 700 + 30 + 1 =
Arrange these numbers from the biggest to the smallest.
700 790 709 79 719
99 403 800 409 390
Arrange these numbers from the smallest to the biggest.
700 790 709 79 710
99 403 800 409 390

Breaking down and building up

Let learners use a variety of formats to practise breaking numbers down and building them up in
different ways to show their understanding of place value.

Let learners find the missing outer numbers or add the outer numbers
to find the total around different shapes. Let them discuss different 25
ways to do this. Link these formats to the ‘empty box’ format for 25 25
writing number sentences.
25 200 25

250 100
250 25 25
100 100

100 + 100 + = 250 100 + 25 + = 250 25 + 25 + 25 + 25 + 25 + 25 + + = 200

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 Grade 3: Numbers, operations and relationships
Let learners find as many different ways as they can to break a number down.
They can record their ideas in spider diagrams or in grids.

100 + 10 + 10 + 5 100 + 20 + 5
660 402
125
50 + 50 + 50 - 25 20 + 20 + 20 + 20 + 20 + 25

Place value problems

Also challenge learners to use their understanding of place value to solve
interesting problems. For example, let learners count drawings and exchange
them for given values.

In these drawings: = 100 = 10 =1

Work out the number for each box of shapes.

___ ___ ___ ___ ___ ___ _­ __ ___ ___­

(See Resources, p 366)
• Write your three numbers from smallest to biggest.

• Make your own boxes with different numbers of and

• Let your friends write the correct numbers under each box and write the
numbers in order from smallest to biggest and from biggest to smallest.
3. Counting and ordering bigger numbers
Make copies of the
Use Number Boards and Number Charts to help learners build understanding
appropriate Number
of how to pattern, sequence and count forwards and backwards to at least
Boards for your learners.
1 000 in multiples of twenty, twenty-five, fifty and a hundred.
(See Resources, p360
a) If your learners have not previously worked with number boards, use and
-365).
extend some of the counting forwards and backwards activities suggested
for Grade 1 and Grade 2 in this document.
b) Check that learners can find the positions of numbers up to 200 on the
boards. Ask questions that help learners to see how they can generalise
their knowledge of the counting patterns from 0 to 200 to numbers up
to 1 000. Focus on making sure that learners understand that the next
number after 200 is 201, that the next number after 300 is 301, that the
next number after 400 is 401, and so on. (Many learners, who have not
had sufficient practical counting and patterning experience, think that 300
is the next number after 200, 400 is the next number after 300, etc).

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 Grade 3: Numbers, operations and relationships
c) Then work slowly and systematically on a series of number board activities
to help learners use their patterning skills to sequence, recognise and read
the symbols for all the numbers up to at least 1 000. Use both blank and
numbered boards, and number cards.
Help learners build bigger and bigger numbers by adding blank number
boards.

We go on counting
from 200 on to the next blank
board. What do you think is
the first number on the next
blank board?… and the next …
and the next?

200 3 200 8
What numbers do you
think are under the counters?
Why do you say so? Put out
your number cards to show all
the numbers.
20700 8

8040
02

To make 943, I put

together 900 plus 40
plus 3. I put each number
in its correct place.

If you find that some of your learners have difficulty in finding and checking
90040 3
the positions for the numbers, let their peers demonstrate and explain their
solution methods and ideas.
d) Learners can then work in pairs to challenge each other Find the place on your
to predict where they will land as they move forwards number boards for 310. If you jump
or backwards by different amounts from various positions forward 10, where do you think you
will land?
on their boards.
e) Let learners write, compare and practise sequencing Ten count
on 10 gets me to 20. So,
big numbers in grids. I think 310 count on 10
will get me to 320. Let
me check on our number
Number Number name Number Next 2 more 2 less 3 more boards.
in words before number
513 Five hundred 512 514 515 511 516
and thirteen

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 Grade 3: Numbers, operations and relationships
f) Develop appropriate work cards and worksheets, or use work from text books to
help learners practise using the patterns for sequencing numbers up to at least
1 000. For example:

99 + 1 = 199 + 1 = 299 + 1 = 699 + 1 = 701 - 1 =

99 + 2 = 199 + 2 = 299 + 2 = 699 + 2 = 701 - 2 =
99 + 3 = 199 + 3 = 299 + 3 = 699 + 3 = 701 - 3 =
99 + 4 = 199 + 4 = 299 + 4 = 699 + 4 = 901 - 4 =
99 + 5 = 199 + 5 = 299 + 5 = 699 + 5 = 601 - 5 =
99 + 6 = 199 + 6 = 299 + 6 = 699 + 6 = 801 - 6 =
99 + 7 = 199 + 7 = 299 + 7 = 699 + 7 = 201 - 7 =
99 + 8 = 199 + 8 = 299 + 8 = 699 + 8 = 301 - 8 =
99 + 9 = 199 + 9 = 299 + 9 = 699 + 9 = 601 - 9 =
99 + 10 = 199 + 10 = 299 + 10 = 699 + 10 = 501 - 10 =

Continue the pattern. Write the missing numbers.

Bafannaa Soccer
1 000 -10  990 -10  ___ -10  970
Bafa
725 -25  ­­­______ -25  ______ -25  _______

0099
Tammy’s counter counts the
number of people going to

9
a soccer match. What will
the counter read when
one more person goes in?

4. Counting in multiples of 20, 25, 50 and 100 up to at least 1 000

Using familiar counting patterns.

Let learners build on from the counting pattern they already know (2s, 5s,10s)
to discover, compare and explain the very regular patterns for the new
counting multiples that we introduce in Grade 3.
I see a pattern here.
The numbers in the 25s
pattern always end in
Count on in 5s from 100 to 200. 0, 25, 50 or 75. So all
Cover the numbers you say. Then the numbers I covered
count on in 5s from 200 to 300. for the 5s pattern, that
Write in the numbers you say on the end with 00, 25, 50 or
blank number board. Next count on 75, are also in my 25s
in 25s from 100 to 200. Cover the pattern!
numbers you get with counters.
Which numbers in your 5s pattern,
are also in your 25s pattern? So they’ll be 200,
Say what you 225, 250, 275, 300. I can go
think. Which numbers on and on like this, 325, 350,
from 200 to 300 will be in 375, 400… 425….
both your 5s and your 25s
patterns?
Very good thinking.
Now let’s investigate what’s
the same and what’s different
between the 2s and the 20s
counting patterns.

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 Grade 3: Numbers, operations and relationships
Using grids
Help learners to see the relationships between the patterns for counting in
different multiples by letting them summarise the relationships in grids.

How many?
100s 50s 25s 20s 10s 5s
100 1 2 4 5 10 20
200
300
400
500

Using number tracks and number lines

Let learners practise counting forwards and backwards in the Grade 3
multiples up to at least 1 000 on number tracks and on number lines.

200 220 240 260 300 340 460

1 000 950 900

You count in 20s

from zero. Circle all of the numbers
that are in your 20s counting pattern. Write 10
200 210 230 250 300 other numbers that will be
in your 20s pattern.
Fill in the missing numbers. Write the next 10 25 40 50 100 120 265 420
numbers in the pattern.
480 543 600 608 960 1 000

• Set problems on number lines that encourage learners to use their

knowledge of patterns for multiples.
What number comes halfway between
the two numbers on the number line? 150 200
Write the number in the box.

• You can also challenge learners to construct number lines using different
multiples, e.g. “Draw a number line. Start at 525. Go up in 25s. Write all
the numbers up to 650. Before you start, plan your number line. Work
out how many numbers you must write altogether from 525 to 650. Make
marks to show where each number will go. Spread your marks out evenly
across your number line.”

• Let learners make up their own sequences with missing numbers on

number lines and give them to their friends to complete and extend. They
must describe the patterns to each other.

Work it out
Play Work it Out games with different multiples, e.g. “Work out the secret
numbers I am thinking about. My number is more than 450 but less than
513… My number is a multiple of 20, 25 and 50…. What other number is a
multiple of my secret number?”
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 Grade 3: Numbers, operations and relationships
Let learners make up their own secret numbers with multiples for their friends
to work out.

Counting to solve problems

Challenge learners to use their counting patterns to do quick, efficient mental
and written calculations and to solve problems. Set some problems that will
encourage learners to use their doubling skills.
You said there are four 25s
in each 100. So if you have R500,
The timber company has how many people can you give R25
1 000 trees to plant. If they plant to? ….How many can get R20 each?
them in rows of 100, how many R50 each? (etc)
rows will they plant? … rows of
50? … rows of 25?

Rashida uses 20c coins to pay for this book. How many 20c coins does she
use? Tick (4) the correct answer.

0
36 18 54 72 R10,8

Integrate calculations with big numbers into your work in other mathematical
contexts. For example:

100 k
m 492 k
m

We travel 492 km to Kwa-Zulu Natal. After 100 km, we stop for lunch.
How can you work out how far we still have to travel?

Tick (4) the correct box.

100 + = 492 100 x = 492 100 - 492 = 492 + = 100

Which 3 containers together 500 ml

1l hold one litre of paint? 250 ml

150 ml
Tick (4) the 3 containers. 250 ml
200 ml

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 Grade 3: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Orders, describes and compares common fractions including halves, quarters and thirds.
■■ Solves and explains solutions to practical problems that involve equal sharing and grouping and that
lead to solutions that include unitary and non-unitary fractions (e.g. 14_, 34_).
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) division of at least 2-digit by 1-digit numbers;
b) estimation.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) number lines.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Sharing and grouping equally
• A good way to help learners develop an interest in and an understanding of fraction concepts is
to expose them to practical sharing situations that arise in various contexts in their lives, e.g. food,
books, pencils, money, informal mass, length and capacity. The problems should include ones that
challenge learners to find ways to deal with the ‘left-over bits’ or remainders. It is not necessary to
introduce the terms, ‘remaining’ and ‘remainder’ until learners have had sufficient opportunities to
develop their own practical understanding of these concepts.

• As learners develop confidence, ask guiding questions that will encourage them to use fraction
language to describe their shares and their remainders.

No, throw it
away. Otherwise it
Mrs Molopo said the won’t be fair.
three of us could eat these
four oranges. We each have
one. What can we do with Let’s break the orange up
this one? Shall I take it? and share out the small pieces.
I wonder… how much of the
oranges will each of us get? What
can we do if we have some small
pieces left over?

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 Grade 3: Numbers, operations and relationships
We broke the fourth orange
into 10 small pieces. Let’s share… one piece
for you, one for you and one for me…There are
some pieces left over…Sipho… one more piece for We must try
you, one for you and one for me…again … one , Let’s each to take the same
one, one. What shall we do with this take a bite! size bites.
last small piece?

So tell me. What share

of the four oranges did
you each get?

Through the year, let learners work with increasingly large whole numbers
according to their growing understanding of numbers within the Grade 3
range.

• In different contexts, introduce both equal sharing and equal grouping
problems. Include problems that encourage learners to make creative
use of their number knowledge (e.g. knowledge of multiples) and skills
(building up and breaking down, doubling and halving, using number
lines and rounding off in tens).

Examples:
Equal sharing problems Equal grouping problems
1) We share 150 marbles equally between 1) Mrs Pule has 255 apples.
3 children. How many marbles does
each child get?
(Learners can use knowledge of
multiples of 50)

She packs trays with 25 apples in each tray. How

many trays can she pack? Will she have any apples
left over? How many?
(Learners can use knowledge of multiples of 25 or
doubling plus knowledge of multiples of 50.)
2) Mr Mokoena pays out altogether R482 2) Mr Mokoena shares R420 between his workers.
to his 4 workers. Each worker gets the Each worker gets R105.
same amount of money. How much How many workers does Mr Mokoena have?
does each worker get? (Learners can use building up and/or breaking
(Learners must use knowledge of down skills, or doubling and halving techniques.)
changing between rands and cents
and they can also use multiples and/or
breaking down techniques.)
3) Dudu, Siphiwe, Ayanda and Joshua 3) We need 11 children for a soccer team.
share 3 bars of chocolate equally. Draw 22 children come to play. How many teams can
what each child gets. we make? How many teams with 44 children?
What fraction of a chocolate does each With 88 children?
child get? How many children do you need for 10 soccer
(Learners must use knowledge of non- teams?
unitary fractions.) (Learners can use doubling.)

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 Grade 3: Numbers, operations and relationships
• Give learners the time and the freedom to investigate and discuss these
situations and challenge them to think of their own ways to share or
group the various items. As learners investigate, ask guiding questions to
encourage them to say what they think the result of the problem will be
(estimate) before they start working. This will encourage them to begin to
think more abstractly.

• Depending on their prior experiences and the different ways that

they think and learn, different learners will use different methods and
techniques to solve and record their ideas. Do not suggest that learners,
who are able to imagine and represent amounts using symbols, go back to
using dots or ‘sticks’ or other concrete representations (but allow them to
do so if they feel the need). Also do not force learners to adopt somebody
else’s method because it seems quicker or easier. With continued
exposure, practice and growing confidence, learners will naturally
try to find or adopt quicker methods that they understand. Use your
judgement as to when to encourage learners who lack confidence, but do
understand, to draw their solutions or to use symbols to represent them.

• Let learners explain what they do and what they find out and encourage
them to find different practical ways to check their own and their peers’
ideas.
25 50 75 100 ➞ 4
25 50 75 100 ➞ 4 10
To find how many trays of I broke 255 into 200 + 50 + 5.
25 in 225 I counted in 25s. I found 25 50 ➞ 2 I know there are four 25s in each hundred.
four 25s in 100… that is 4 bags. Another 255 – 250 = 5 left over So, in 200 there are eight 25s. Two more
4 bags in the next 100 … that’s eight 25s for the fifty… that’s 10 bags altogether
bags. Then 2 more bags from the last 50. and she can’t make another full bag from
So she can make 10 bags and there the last 5. So she can give them to her
will be 5 apples over. family or sell them as singles.

200 + 50 + 5
Here is a quick way to write ➞

➞
‘divide’, or ‘share equally 8 + 2 n ot a
• As learners grow in confidence between’ or ‘equal groups of ’. full bag.
with finding their own ways to Can you use this quick way to
write what you did?
share and group, gradually Like this?
… it says … 255 shared
introduce the appropriate maths term into bags of 25 each … makes 10
(divide) and symbol (÷) that will full bags with five
left over.
help them use shorter ways to
explain and represent their ideas. er
255 ÷ 25 = 10 and 5 ov

• Give learners many different opportunities to develop the understanding

that they can use the ÷ symbol and the division number sentence to
describe both grouping and sharing problems.

For example, ask them to write a quick maths way to find the answers to
grouping and sharing problems. Learners should understand that they can
write 20 ÷ 4 = 5 for each type of problem.

Grouping Sharing
How many packets of Father shares R20 equally
sweets can I make if I
have 20 sweets and I put
20 ÷4=5 amongst his 4 family
members. How much
4 sweets in each packet? money does each one get?

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 Grade 3: Numbers, operations and relationships
• Learners should be able to interpret division number
sentences according to different situations. We shared 15 biscuits
among 3 friends. Each
friend gets 5 biscuits.

15 3=5 My idea is 15 trees

altogether. Planted in
rows of 3 each. We can
Give me different ideas. make 5 rows.
What ‘stories’ or word problems do
you think we can solve using numbers Ayesha saves
written like this?
all her pocket money for
3 weeks. Altogether she saved
R18. How can you work out how
much pocket money she
• You can also ask learners to find the correct gets each week?
number sentence for particular problems.
18 + 3 = 18 - 3 = 18 ÷ 3 = 18 x 3 =

We present problems for the different operations (adding, subtracting, multiplying and
sharing/grouping) separately to illustrate the different problem types for each operation
clearly. However, it is not necessary to teach them separately and in strict order (first adding,
then subtracting, then multiplying then sharing and grouping). Make sure that you plan
lessons and activities that integrate different kinds of problems. This will help learners to
develop independent skills for choosing the correct operation to use in different situations.

Look at these number sums. Write your own ideas for number
stories for each number sum.
18 + 3 = 18 - 3 = 18 ÷ 3 = 18 x 3 =

Choose the correct number sum to help you

work out each number “story”.
Number Story Number Number Number Story
sum sum
Thembi has 3 packets of smarties.
Each packet has 18 smarties. How 18 x 3 =
many smarties altogether?
Thembi has 18 metres of material.
She needs 3 metres of material to
18 + 3 =
make a dress. How many dresses
can she make?
Thembi has 18 smarties. She eats 3.
18 ÷ 3 =
How many are left?
Thembi does 18 sums at school
and 3 sums at home. How many 18 – 3 =
sums does she do altogether?

2. Working with unitary fractions

As learners develop confidence with the idea of remainders, introduce
problems and ask questions that encourage learners to use fraction language
to describe their shares and their remainders.

Check that your learners have developed these fundamental ideas about
unitary fractions from their Grade 2 work:
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 Grade 3: Numbers, operations and relationships
• They can describe and use unitary fractions (one half, one third, one fifth,
one twentieth). They must understand that each fraction name tells us
how many equal parts to share different wholes into. They should be able
to explain that, to find halves we must share wholes into two equal parts.
To find quarters (or fourths) we share wholes into four equal parts, to find
thirds we share wholes into three equal parts…to find sixths we share
wholes into six equal parts… to find tenths we share wholes into ___
equal parts, to find hundredths we…….
You share 20 crayons
You cut a chocolate between 2 friends? What
fraction of the 20 crayons If I share 20 crayons
bar into 2 equal pieces.
does each friend get? between two of us, I share them
What do you call
half-half. I get a half and you get a
each piece?
half. Half of 20 is 10. I get 10 and
you get 10.
You share four What fraction of
apples between 4 people. the four apples does
How many apples does each person get?
each person get?

• They know that they can use the same methods, descriptions and
reasoning to find fractions of wholes that are single objects,
e.g. loaf of bread or a shape, and fractions of wholes that are Let’s see how many
collections of objects, e.g. a dozen eggs or 6 single rands. different ways you can fold this
square into halves. How many
halves will there be on each
square?
These are all the ways
our group found. There are
two halves of the same size
in each square.

To find a third, I shared

my money into 3 equal parts. So a
You get R6 pocket third of R6 is R2. I save R2 every
money. You save a third week.
of your money. How
much do you save? R1 R1 R1
R1 R1 R1 These are not
quarters. There are 4
pieces but they are not all
the same size.
• They can explain why different shares do not show a given
unit fraction.

• They know how to form wholes from given fractions.

How many half loaves You have some How many

make a whole loaf? Show sweets in a packet. You share sweets were in
me why you say so. them among 4 friends. Each the packet?
friend gets 2 sweets.

You have already

How many thirds You spend a quarter planted a third of your
of a cake make a whole of your pocket money. You cabbages. You planted 5
cake? Show me why spend R3. How much pocket cabbages. How many cabbages
you say so. money do you get? will you plant altogether?

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 Grade 3: Numbers, operations and relationships
• They can uncover, extend and use patterns for finding fractions and
wholes to solve problems with unitary fractions.

We have 1 litre of milk. Now think about this.

We give each child a quarter of a litre. How We share a loaf of bread into fifths.
many children can we feed from How many children can we feed from
1 litre of milk?…. 2 litres? …. 3 litres? 1 loaf? 2 loaves?… 4 loaves?
4 litres? How do you know? … 8 loaves?

We share the bread

between 5 children. What fraction
of the bread does each child get?… How do We share the bread
you know? What fraction does into tenths. How many loaves
each get if we share between 4? will we need to feed 50
… between 2? …between 10? children?

• They can compare and order unitary fractions

and can explain their reasoning.
chocolate lemon butter
cake cake cake

Which cake is cut into

halves? … Which cake is cut
into thirds? … Which cake is
cut into quarters?
You love all cake so you want the biggest piece.
Which cake will you choose a slice from?… the
chocolate cake, the lemon cake or the butter
cake? Why do you say so?

Ask guiding questions until learners can explain their choice.

To make halves, we cut the cake into 2 equal pieces, half

like the chocolate cake. To make thirds, we cut the
cake into 3 equal pieces, like the butter cake. To make quarter
quarters, we cut the cake into 4 equal pieces, like the
lemon cake.

I can see that third

the more pieces we cut the cake
into, the smaller each piece is.
I choose a slice of chocolate cake…
It’s biggest…It’s cut in half. That’s
only two BIG pieces.

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 Grade 3: Numbers, operations and relationships

Important note about fraction symbols

In the early years learners do not need to be able to read or write fraction symbols. However,
many educators find it useful to introduce the fraction symbols at this stage. If you decide to do
so, make sure that you:
• Only introduce the symbols once learners understand how to identify and form the different
fractions.
• Help learners to find out that the bottom number in fractions (denominator) does not tell us
how many things there are. It tells us how many pieces we must share the whole into. The
top number (numerator) tells us how many of those equal pieces we are referring to.
This is how we write one half quickly in maths. You are right Pam. The 2 tells us to share, cut,
We read it ‘one half’. This 2 at the bottom does or divide our whole into two parts that are the
not tell us that we have 2 things. It tells us to do same size. This ‘one’ that we write on top of
something to our whole. What do you think it tells the little line tells us that we are talking about
us to do to the whole? one of the 2 halves.

1_ 1_
2 2
How many pieces do you think
the four tells us to share our
whole into? … What does the
• Help learners to generalise their understanding 1_ three in this fraction tell us to
to other fraction symbols. 4
1_
do? … The five? … The six?
• Give learners many different opportunities 3
1_
to use fraction symbols to label fractions 5
1_
of collections of objects, as well as fractions of 6
single objects.
1_ 1_ 1_
3 3 3
R1 R1 R1
R1 R1 R1

1_ 1_
4 4
• Help learners who struggle to write the symbols by encouraging them
1_ 1_
to say, “one … half” or “one fourth” as they write each of the two 4 4
digits in the fraction.

• Help learners to develop the language to read fractions in ways that describe their meaning,
rather than in ways that simply describe what they see. This is especially important when you
introduce non-unitary fractions. So they should learn to say: ‘one half’ rather than ‘one over
two’; ‘one fourth’ or ‘one quarter’ rather than ‘one over four’; ‘two thirds’ rather than ‘two
over three’, etc.

• If you find that you have learners who have not yet developed stable concepts for unitary
fractions, or cannot use them to solve different problems, give them further opportunities to
work with these ideas (refer back to the Grade 2 fraction activities).

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 Grade 3: Numbers, operations and relationships
3. Working with non-unitary fractions
Naming fractions
Introduce sharing problems that encourage learners to
find their own ways to name and describe non-unitary Four children shar
e 3 bars
fractions, e.g. two thirds, three quarters, four fifths. of chocolate equa
lly so that
there is no chocol
ate left over.
I think it’s less than a bar of chocolate each What fraction of a
chocolate
because there are 4 children and only 3 bars does each child ge
of chocolate. So, I cut each bar into 4 quarters. t?
Then I give each child one quarter from each Think about this problem…
How much chocolate do you think each
bar. Altogether each child gets 3 quarters child will get? … More than a whole bar or
of a bar of chocolate. less than a whole bar of chocolate? Find a
way to show that you are correct.

I cut the first two bars into halves.

I gave each child one half of a bar. I
cut the last bar into quarters. I gave
each child a quarter from that bar. So
each child gets a half and a quarter
piece of a bar.

Fraction charts are useful aids for helping learners to reason out the names
of other fractions. For example, make a large wall fraction chart like this:

Here are some chocolate bars.

There is a whole bar at the top. A whole chocolate bar
We cut the other bars into different amounts of equal half half
pieces. third third third
We cut the second bar into 2 halves.
fourth fourth fourth fourth
We cut the third bar into 3 thirds.
We cut the fourth bar into 4 quarters or 4 fourths. fifth fifth fifth fifth fifth
We cut the fifth bar into 5 fifths. sixth sixth sixth sixth sixth sixth
We cut the sixth bar into 6 sixths.
We cut the seventh bar into 7 sevenths. How many
pieces did we cut the next bar into? …
What do you think we call each piece?
And the next bar?
Can you show me two thirds of a bar … five sixths,
etc.

Link your work with wall charts to a What do you think we will call each piece if we cut a
variety of naming problems in different piece of string into 20 pieces?
contexts. These are examples of good We share a bag of potatoes equally among 9 people.
‘thinking questions’ to ask during your What share will each person get? What share will 2
‘mental maths’ warm-up sessions at the people get together?
beginning of your lessons: The whole relay race is 5 times round the netball field.
Each runner runs round the field once.
What fraction of the race does each runner run?
What fraction of the whole race do 2 runners run?
… 3 runners?
How many runners do you need to run the whole race?

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 Grade 3: Numbers, operations and relationships
What fraction of this
shape is black?

I think it must be
3 twelfths. There are
_3 _3 9_ 1_ altogether 12 triangles
9 12 3 3
and 3 are black.

Equivalent fractions
Work with suitable problems and with fraction charts can lead learners
naturally into the idea of equivalent fractions as they begin to see that they
can use different fraction names for the same amount.
In Mpho’s way to share 3 chocolates How can we Let’s measure your
between 4 children, each learner gets find out? share and my share.
three quarter pieces. In Tsidi’s way, each
learner gets one half piece plus another
quarter piece. Do Mpho’s children get
the same amount of chocolate as Tsidi’s
children? How can you show me? That makes sense
because thre are two
quarters in a half.

Look. Three quarter

pieces is the same as a
half plus a quarter.

Link appropriate word problems to work with the fraction chart to help
learners find ways to compare and order fractions.

Look at your cut up chocolate bars. Which

Which would you prefer - a third of a chocolate
would you prefer? A third of a chocolate
or two quarters of a chocolate? Why?
bar, a half of a chocolate bar or a tenth of
Which would you prefer - three tenths of a
a chocolate bar? Why? Which would you
chocolate or a quarter of a chocolate? Why?
prefer, a third of 6 bars, a half of 6 bars or a
tenth of 6 bars? Why?

Look at your chocolate bars. Find as many different fraction names as you can for a
whole … Find as many different fraction names as you can for a half.

This is how long it takes four It must be Imran because thirteenths

boys to run a race. Who runs the are smaller than quarters or sixths
race in the shortest time? or eighths. So 3 thirteenths must be
smaller than 3 quarters, or 3 sixths or
3 eighths.

Thabo Thomas Sakkie Imran

3_ 3_ 3
_ 3_
4 of an hour 6 of an hour 8 of an hour 13 of an hour

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 Grade 3: Numbers, operations and relationships
• As learners explain and compare their different solutions to the same
problem they will extend their understanding of equivalent fractions.
For example:

1_ 1_ 1_ I made these
I asked you to share 3 chocolate Mpho says: 4 + 4 + 4 drawings. I can see that
bars equally among 4 children. 1_ 1_ they are all correct because
Here are the answers from the Tumi says: 2 + 4 all the shares are the
different learners in the group. 1_ 1_ 1_ same size.
Kevin says: 8 + 8 + 2
3_
Susan says: 4

How can you show me

who is correct?

3_
I think 4 is just a quick way
1_ 1_ 1_ I drew each share
to write 4 + 4 + 4. They both mean 1_ 1_ 1_
on a fraction chart. They
3 pieces that are each a quarter the are all the same size. 4 4 4
size of the chocolate. 1_ 1_
2 4
1_ 1_ 1_
1_ + 1_ + 1_ = 3_ 2 8 8
4 4 4 4

Once learners understand that they can use different fraction names for the You can also use copies
same amount, you can challenge them to construct fraction charts and to use of the fractions of
them to practise finding as many different ‘names’ as they can for different hexagons and of circles.
amounts that they choose. on p358 and p359.
You could do this activity as a group challenge to see which group is able to
work co-operatively to generate the largest number of equivalent fractions.
I think each slice is called
one twelfth. 2 slices must be 2
twelfths, 3 slices is 3 twelfths… look 3
Here’s a dodecahedron shaped, or 12-sided, twelfths is also
cake. I’ve cut it into 12 equal slices. What is a quarter
the fraction name of each piece? What can
we call 2 pieces?… 3 pieces?

I think we can
cut this cake into 6 quarters
Good thinking.
I counted. It’s also 1 of a cake... or into
So how many different names Let’s check
cake plus 6 of the one- 3 halves.
can you think of for all these with our cake
slices of cake? Work in twelfth slices.
pieces.
your group.

It looks like
1 cake plus another
half a cake.

Putting together
These different kinds of fraction problems will help learners to begin to find
their own ways to combine and re-name fractions, e.g. half + half = whole; The number in the first row
quarter + quarter + quarter + quarter = 1; shows the quick maths way
to write ‘one and a half’.
1_ + 1_ + 1_ = 3_
4 4 4 4 etc.
The number in the next row
says ‘two and a quarter’.
This work will also provide a foundation for What do you think the last
adding and subtracting fractions. number says? Write some
•  Introduce problems that combine whole 1 21_ says 1 an 1_ other numbers like these
d2 on your own. Read your
numbers with fractions. If you use fraction 2 41_ says 2 a 1_ numbers to your group.
symbols, make sure that your learners nd 4 Use quick maths ways to
5 1_ write the numbers that your
understand how to read and write them 3 says? friends read to you.
correctly.
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 Grade 3: Numbers, operations and relationships
• Here are some other examples of fraction problems that will challenge
learners to find ways to combine fractions:
How much of each
For one cake Ma Kgaladi needs: ingredient does Mrs Kgaladi
need for 2 cakes? … for 3
4 cup margarine 2 cup sugar
1_ 1_
cakes? … for 4 cakes? … for
1 egg 2 cup milk
1_ 5 cakes?

121_ cups flour 221_ teaspoons baking powder

4 teaspoon salt 2 teaspoon vanilla
1_ 1_

Ma Dhlamini has
Ma Kgaladi makes netball skirts for the team. For each 1 metre of material.
skirt she needs a third of a metre of material. How many skirts can
How much material does she need for 2 skirts? she make?
… for 3 skirts? … for 4 skirts? … for 5 skirts?
… for 6 skirts? … for 10 skirts? … Baba Dhlamini had
5 metres of material. He made
Baba Dhlamini has 3 skirts. How much material
2 and a third metres of has he got left?
material. How many skirts
can he make?

Counting with fractions

Learning to count in fractions will also help learners to reinforce their
understanding of equivalent fractions and of combining fractions.
At first, this work can be linked to practical problems or to concrete materials
like fraction strips or other fraction pieces.
Lots of names… a whole cake,
1_ 1_ 1_
1_ four 4s, two 2s, two 4s plus a half…
I gave you each a cut-out 1_ Half plus a 4 , 1_
of a ‘quarter cake’. Let’s put them This is two 4s Let’s put out some more 4s and see
1_
together one by one. Count how … or we can say or three 4s. how many different names
many cakes we have as you put one half. we can find.
your piece down.

This is
1 quarter

Later, learners can work more

abstractly with fraction chains.

2 + 41_ + 41_ + 41_ + 41_ + 41_

+ 41_

+ 41_ + 41_ + 41_ + 41_

Do chains with other fractions and chains where learners must count
backwards in fractions.

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 Grade 3: Numbers, operations and relationships
Let learners use their counting experiences to solve linked problems.

Jabu’s ribbon is 2_32_ m long.

Jabu cuts the ribbon into equal pieces that are each 31_ m long.
How many pieces can he cut altogether?

8. Fourteen (14) girls each eat 31_ of an orange.

Tick (4) the box that shows how many 32_3 4 42_3 41_2
oranges the girls eat altogether.

Skills and knowledge

The learner:
■■ Solves money problems involving totals and change in rands and cents, including converting
between rands and cents.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) number lines;
d) rounding off to tens.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Building onto Grade 2 work Remember to adapt these
Check that your learners have developed these fundamental ideas and skills activities to suit your local
about money from their Grade 1 and Grade 2 work: currency.
• know which coins and notes are used, and what they look
like;
• can read and understand the abbreviations on the coins and
notes, e.g. understand that 5c is short for 5 cents, the big 10
on the ten rand note means R10;
• can compare and sort coins and notes and arrange them in
ascending and descending order according to their values;
• can use the appropriate abbreviations and the comma to
read and write amounts of money correctly;
• can use their play money to count in 2s (R2 coins), 5s (coins) and 10s
(coins and/or notes); You will find copies
• can build up to different amounts of money, e.g. “Use 10c coins. Show South African “play”
me R5 … Use R2 coins. Show me R10.” coins on p356 and p357.
• can break amounts of money down into different combinations
to make exchanges;

100c + 100c + R3 R1 + R1 + R1 + R1 + R1
100c R70+R7
R5
50c + 50c + 50c + 50c + 50c + 50c + R2
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 Grade 3: Numbers, operations and relationships
• can use play money to give change, e.g. “Give me change for R2,40 from R3”;
• can use counting patterns and number techniques to exchange amounts;

How many R2 coins? How many R5 coins?

R2 R5
R4 R15
I need half the
R6 R2s each time. So I need R20
twenty-five two rands to
R8 make R50. 5
R10 6
R20 20
R50 40

• can use different number techniques to solve money problems that include
adding, subtracting, sharing and grouping and multiplying within the
Grade 2 number ranges, e.g. “Mpho has R50. Tumi has double or half …
How much does Tumi have? Your mother spends R20 on vegetables, R14
on bread and R36 on meat. How much does she spend altogether? … Ma
Kgaladi shares some money equally between her three children. Each child
gets R6. How much money did Ma Kgaladi have?… Mpho spends R21,50.
She gives the shopkeeper R30. How much change does she get?”;
• can explain and check their own and their peers’ methods and solutions,
using play money where necessary;
• understand that people invented money as a convenient way to exchange
goods.

If you find that you have learners who are not yet confident with any of these
ideas, use the Grade 1 and 2 activities to help them build up their knowledge
and different skills for working with money.

In Grade 3 you need to extend this work to help learners build skills to:
• increase the number range in patterning, counting and problem solving up
to at least 1 000;
• use multiples of twenties, twenty-fives, fifties and hundreds in the context of
money;
• convert efficiently between rands and cents;
• add, subtract, multiply, divide and estimate with amounts of money;
• work mentally to add, subtract and multiply with solutions up to 50.
two R
10
2. Working with money two R s = R____
10
three R 0s = R____
1
Building up to at least 1 000 with money three R 0s = R____
1
Let learners work with play money to make amounts up to R1 000 seven 00s = R___
R10s = _
using their R10 and R100 notes. Once learners have worked seven R____
R
practically with their play money, give them written exercises, like ____ R 100s = R___
10s = _
these: ____ R R1 00
100s = 0
• Make R100 with your R10 notes. How many R10 notes did you R1 00
0
use?
• Stack them in a pile. Make enough piles to show R500.

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 Grade 3: Numbers, operations and relationships
• Make R500 with your R100 notes. How many did you use?
• Make piles of R10 notes to show R800. Now make R800 with your R100
notes.
• Show R1 000 using your R100 notes. Show R1 000 by making piles of
R10 notes.
Extension: How many R100s do you think you need to make R2 000?
Extension: How many R10 notes do you need to make R2 000?
Ask learners to look for patterns in their answers and to tell you about these.
3 4
70 80 900 100
2 5
60 90800
• Let learners who need to work more concretely use spinners and play 1 6
200
50 700
10 300
money to count in tens and hundreds. 9 7
40 20 600 400
– Learners race to be the first one to get R1 000 (and later, as an 8
30 500
extension, to R2 000).
– They take turns to spin the three spinners.
– The number that each spinner lands on tells players how many R1s,
R10s and R100s the banker must give them.
– After each turn, players find ways to add their money.

Let learners practise counting in other Grade 3 On my first turn the spinners landed on R8 and
R70 and R300. Altogether I got R378. This turn,
multiples by changing the game. Use only the the spinner landed on R3 and R20 and R200…
spinner that shows 1 to 9. Let the number the Banker, please give me another R223. Let me add.
spinner lands on tell learners how many, for 300 plus 200 is 500 … 500 plus 70 plus 20 is
590. Plus another 8 makes 598 … and 3 is 599,
example, R20s the banker must give them. On 600, 601. Whew I’m more than half way there.
other occasions the spinner can show how many
R25s or R50s they must get at each turn.

• Also, during your mental sessions at the beginning of your money

lessons, set challenges that encourage learners to extend their counting in
multiples up to at least 1 000, e.g. “You have R50 notes. How many R50
notes do you need to get R400? … to R450? …How many R20s to get to
R400? … to R450? Will you need other notes to get to exactly R450?…
which notes?”
Converting between rands and cents
• During your mental maths sessions also set challenges that encourage
learners to use counting in multiples of 100 and number techniques
to convert cents to rands and rands to cents, e.g. “There are altogether
100 cents in a rand. So how many cents in R2? … in R4? … R8? … R10?
… How many rands can you make from 900 cents? Will you have any
cents over? How many rands from 450 cents? Will you have any cents
over? … How many? How many cents do you need to make R3,50? …
R5,69?… Tell us how you worked that out”.

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 Grade 3: Numbers, operations and relationships
• Then let learners work in pairs or in small groups to use their counting and number skills to
practise converting between rands and cents:

How many cents? How many rands and cents?

R2 1 000c
R4 500c
R6 250c
R8 125c
Look at the
R10 pattern going down the
R2,20 How many rands and cents? table from 125c. Use the
R2,40 125c pattern to find how many
cents you must write in
R2,60 250c the last row.
R2,80 375c
R3,00 500c
R4,25 625c
R5,50 750c
875c

3. Word problems with money

Present learners with various kinds of word problems with amounts of money within the Grade 3
number range. For example:

Rashida uses 20c coins to

pay for this book. 5 apples cost R6. R6
R3.60 How much do
How many 20c coins does
she use? 11 apples cost?

The table shows how much pocket money Venter Nkosi Patel
children from three families get. family family family
(a) How much does Child 1 in the Nkosi
Child 1 R14, 50 R17,50
family get?
(b) How much pocket money do the children Child 2 R 4,00 R3,00 R2,75
from all 3 families get altogether? Total R19,75 R20,25

R15 R12 Two plates of porridge cost R15. One plate

of porridge + one cup of tea cost R12.
How much does one plate of porridge cost?
How much does one cup of tea cost?

Busi’s mother gives her some money.

Busi spends R39. She has R14 left.
Which of these sums can you use to work
out how much money Busi’s mother gave
her?
You can make copies of
39 + 14 = - 39 = 14 14 x 39 = 39 - 14 = the worksheet on p369.

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 Grade 3: Numbers, operations and relationships
Skills and knowledge
The learners:
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) addition and subtraction of whole numbers with at least 3 digits;
b) estimation.
■■ Performs mental calculations involving addition and subtraction for numbers to at least 50.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) number lines;
d) rounding off in tens.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
Practical problem solving
Help learners to develop addition and subtraction skills by presenting them
with a wide variety of relevant practical problems that relate to their lives.

You will find that, if you start by introducing challenging problems, different
learners may use different operations, in different ways, to solve them. They
may solve what you think of as an ‘addition problem’ by subtracting, or
a ‘multiplying problem’ by repeated addition. They will also use different
techniques and skills. In this way learners learn to fall back on their own
resources to discover and use number facts.
Piet has 225 marbles. I counted on,
Simangi has 119 marbles. How This is what I
like this.
many more marbles does Simangi wrote.
need to have the same number 25 – 20 is 5.
of marbles as Piet? 5 and 1 more is 19 to 20 is 1.
6. 200 - 100 = 100. 20 to 25 is another 5
So the answer ...1 + 5 is 6. From 100
is 106. to 200 is 100. So the
answert is 106.
1. Finding the right problems
The level of the problems you set must cater for the different needs and
levels of all the learners in your class. One way to do this is to build up sets
of simple work cards that challenge at different levels. There are a number of
ways to adjust problems to challenge learners appropriately:

• Use different contexts to adapt the problems to your learners’ interests,

and home and school environments. This helps them discover how to use
and extend their number knowledge and techniques in different situations.
•  Increase or decrease the size of the numbers to match different learners’
number knowledge and your grade level.
• Use different problem types. The four main problem types for adding
and subtracting are: change problems, comparing problems, equalising
problems and combining problems. We give examples of the main
problem types in the table at the end of this section.

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 Grade 3: Numbers, operations and relationships

To encourage learners to use their number skills in different ways, change
the position of the ‘unknown’ (the part of the problem that your learners
must find out) in each type of problem. Here are three ways to change the
position of the unknown:
‘Start unknown’ - Place the unknown at the beginning of the problem,
e.g. “Mpho has some biscuits. Sam gives him 4 more biscuits. Now Mpho
has 12 biscuits. How many biscuits did Mpho start with?”
We can represent these types of problems mathematically like this:
+ 4 = 12
(Learners do not need to know this to start with. They will gradually learn
to read and write the number sentences as you help them to extend their
own early, informal ways to read and write maths.)
‘Change unknown’ – the unknown is in this position:
8- = 1. For example:
“Jan had 8 marbles.
He loses some to Popo. He has only 1 marble left. How many marbles did
Jan lose to Popo?”
‘Result unknown’ - the unknown is in this position:

2 + 5 = or, 5 - 2 =
For example: “To get to school, Lesego walks 2 km to the bus stop and
then travels 5 km on the bus. How far is Lesego’s school from his house?”
2. Number techniques and skills
Present activities and word problems that encourage learners to use, extend
and practise their number techniques and skills:
• Counting in Grade 3 multiples

125 + 25 + 50 + 25 = 150 + 450 =

The 25s pattern goes, 25, 50, 75, 100, 125, 150... Counting in 50s is easy!
I used that pattern to add 125 + 25 + 50 + 25. The pattern goes in 50s and 100s.
I know there are two 25s in 50. So I counted I counted on in 50s and 100s to do
four 25s on from 125. this sum.

125, 150, 175, 200, 225 450 + 50 is 500; 500 + 100 is 600

Building up and breaking down numbers

• 
For example: “You have R237. Find as many different ways as possible
to share the R237 between two people” e.g. R117 for one person and
R120 for the other; R200 plus 37,
etc…
“And among 3 people?” Half of 6 is ____ 2 doubled is _____
Half of 60 is ____ 20 doubled is _____
Doubling and halving
•  Half of 260 is ____ 120 doubled is ____
Help learners see, for example, that if Half of 460 is ____ 220 doubled is _____
half of 6 is 3, then half of 60 must be 30 Half of 860 is ____ 420 doubled is _____
and half of 600 is 300… or, if double of
6 is 12, double of 60 is 120.
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 Grade 3: Numbers, operations and relationships

Half of 200 is 100.

Find half Half of 8 is 4.
of 192! Half of 100 = 50 So half of 192 is 100
Half of 90 = 45 take away 4... that’s 96.
Half of 2 = 1
96

There are 93 girls in the class and 78 boys, how

many more girls are there? Thabo draws a number
line like this:
• As learners build understanding +10 +3
+2
of how to use number lines, they
may choose to use them as aids to 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
solve and record their solution Answer: 2 + 10 + 3 = 15
methods. For example, to solve this
problem: I must take R179 from R200.
I said 179 plus one is 180. Then it’s
easy … another 20 to get to 200. So
R21 is left. This is what
I wrote:
Rounding off to tens
• 
For example: Dikeledi spends R179. 179 + 1 = 180 180 + 20 = 200
How much change will she get from R200?
1 + 20 = 21

Here are examples of the main types of adding and subtracting problems
you should introduce in Grade 3. Notice that the problem types are the
same as those suggested for Grade 1 and 2. We change them to meet Grade
3 requirements by increasing the number range to include numbers up to at
least 1 000.
Table of main problem types for addition and subtraction
Change problems
Start unknown
+ 24 = 350 1) Mpho bought cold drinks for a party. Sam brought 24 more. Now Mpho
has 350 cold drinks altogether. How many cold drinks did Mpho buy?

- 425 = 15 2) Mpho’s mother has some money. She spends R425. She has R15 left. How
much did Mpho’s mother have before she went shopping?

Change unknown
45 mins + 1) Jan spends 45 minutes on maths. Then he spends some time doing English.
= 1hour 25 mins. Altogether he works for 1 hour 25 minutes. For how long did he do English?

742 - = 520 2) Mpho has R742. He buys meat for the party. He has R520 left. How much
did he spend on meat?

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 Grade 3: Numbers, operations and relationships

Result unknown
457 + 114 = 1) To get to his farm, Mr Ncube travels 457 km by train and 114 km by bus.
How far does Mr Ncube travel?
315 - 35 = 2) Sam has R315. He spends R35 on cold drinks. How much does he have
left?
Comparing problems
Start unknown 1) Groot School has more learners than Batlisanang School. Groot has 109
more learners than Batlisanang. Batlisanang has 511 learners. How many
learners does Groot School have?

2) Groot School has 150 less learners than Park School. Park School has 750
learners. How many learners does Groot School have?
Change unknown 1) Park School has 750 learners. Farm School has 900 learners. How many
more learners does Farm School have than Park School?

2) Park School has 750 learners. Farm School has 900 learners. How many
less learners does Park School have than Farm School?
Result unknown 1) Farm School has 900 learners. Farm School has 150 more learners than
Park School. How many learners does Park School have?

2) Park School has 750 learners. Park School has 150 fewer learners than Farm
School. How many learners does Farm School have?
Equalising problems
Start unknown 1) Sue and Simangi have a swimming competition. Sue swims 45 metres
further than Simangi. Sue swims 201 metres. How far did Simangi swim?

2) Sue and Simangi have a swimming competition. Simangi swims 45 metres

less than Sue. Simangi swims 246 metres. How far does Sue swim?
Change unknown 1) Sue swims 201 metres. Simangi swims 246 metres. How much further must
Sue swim to catch up to Simangi?

2) Sue swims 201 metres. Simangi swims 246 metres. Who swims a shorter
distance? How much shorter?
Result unknown 1) Simangi hops 159 times. Sue must make 3 more hops to catch up to
Simangi. How many hops does Sue make?

2) Simangi hops 159 times. Sue makes 3 less hops than Simangi. How many
hops does Sue make?
Combining problems
Start unknown The Spaza has bread to sell. There are 134 brown loaves and 99 white loaves.
How many loaves altogether?
Change unknown There are 356 children in the school. 180 are boys. How many are girls?
Result unknown Ranjit travels for 655 kilometres to Grootvlei and 299 km to Mpani. How far
is his whole trip?
Reasoning, discussing and checking
• Give learners the time and the freedom to work in pairs or in small groups to investigate and
discuss these situations.
• Encourage learners to estimate the result of the problems before they start calculating – this will
encourage them to begin to think more abstractly by imagining the problem situations and their
outcomes.
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 Grade 3: Numbers, operations and relationships
• Challenge learners to think of their own ways to solve the problems, using Explain to the
their available number knowledge and skills (e.g. counting in different ways, class how you found the
answer to 151 + 98 so
place value, exchanging money) and techniques (building up and quickly, Ben.
breaking down numbers, doubling and halving, number lines
and rounding off). Expecting learners to use formal calculating
methods from the beginning confuses and de-motivates them.

• Expose your learners to different ideas about how to solve 151 + 98….
problems, let them take turns to use their own informal language First I added 2 to 98 to round it off to
to share and explain what they do and what they find out. 100. That gave me 151 + 100, but then
I had to take away 2 from 151 to make
Remember that home language is our most powerful learning and up for the 2 that I added in.
thinking language. So that left me with 149 + 100.
Adding onto 100 is easy peasy!
100 + 149 = 249!

This is how I Why did you

• Encourage learners to listen carefully to each other’s subtracted 78 take 5 away
explanations and to find different practical ways from 93. here?

to check their own and their peers’ ideas and 93 – 73 = 2

0
calculation methods. Where necessary, ask guiding 20 – 5 = 15
questions to help them clarify and extend their so 93 – 78
is 15
ideas.

• As you observe, assess how different learners are thinking and what
support they need. Also judge when learners are ready to be encouraged
to move from their early informal methods to more compact and formal
methods. Let learners, who still need to work with concrete aids, do so.
As they gain confidence and experience, learners will gradually adopt
‘shortcuts’.

• As you see that various learners understand and are confident with the new
maths ideas, gradually introduce abstract number sentences in different
formats and help learners to find ways to interpret and solve them. Use
small numbers as you introduce the more difficult formats like ‘start’ and
‘change’ unknown.
Give me different ideas.
What stories or word problems Do you think you
do you think we can solve using My idea for the first sum had more or less peaches to start
numbers written like this? is this: I have 40 peaches. I eat with? … How many more or less?
some of my peaches. Then I have … How can you find out how
37 left. We must find out how many many peaches you started with?
peaches we ate.

For the second sum

40 - = 37 I think we can say: I have some
peaches and I eat 3. Then I have 137
- 3 = 137 left. We must find out how many
peaches we had before we ate 3.

We travel 492 km
to Kwa-Zulu Natal. After 100 km,
• You can also ask learners to choose the correct we stop for lunch. How can you
number sentence format for particular problems. work out how far we still have to
travel?
100 k
m 492 k 100 + = 492 100 x = 492
m

100 - 492 = 492 + = 100

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 Grade 3: Numbers, operations and relationships
• Also invite learners to make up their own problems with different
formats in different contexts.

• Introduce learners to other mathematical formats that will help them to

organise their ideas systematically. For example, as they start to work with
100s, Grade 3 learners will find that the vertical layout, where they line
up digits of the same value underneath each other, is a useful way to help
them keep track of what they do.
Learners’ own informal vertical methods act as ‘stepping stones’ that will
help them bridge to the shorter vertical methods from Grade 4 onwards.
Give them lots of practice so that they can share their ideas and model
additional ‘shortcuts’ as they become ready to progress to more standard
forms.

The builder puts I added 186 and I wrote 110 and 100
186 kg of sand and 33 kg 33 like this. and 9 under each other to help
of stone in his bakkie. How me add them quickly.
186 + 33
heavy is his load?
100
80 + 30 = 110 110
6+3 = 9 100 + 80 + 6 100

=
+ 30 + 3
I did this. 219 9
100 +110 + 9  = 219 219

Remember:
Never force learners to adopt somebody else’s method because it seems
quicker or easier. With continued exposure, practice and growing
understanding and confidence, learners will naturally try to find or adopt
quicker methods to illustrate their thinking.

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 Grade 3: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Can perform calculations, using appropriate symbols, to solve problems involving:
a) multiplication of at least whole 2-digit by 1-digit numbers;
b) estimation.
■■ Performs mental calculations involving multiplication of whole numbers with solutions to at least 50.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
c) number lines;
d) rounding off in tens.
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
When learners can ‘sing’ their multiplication tables, it does not necessarily mean that they know
what the tables mean, or, that they can use the multiplication facts from their tables in other
situations. So, instead of ‘learning multiplication’ only by ‘doing tables’, you should focus on
giving learners many different kinds of experiences through the year that will help them to build
understanding of:
• the multiplication number facts for the multiples they worked with in Grade 1 and 2 (2s, 5s, 10s);
• how to use mathematical formats and symbols to represent multiplication facts;
• how to use patterning and number techniques to extend their understanding of multiplication
facts to other multiplication facts (e.g. for 3s, 4s, 6s, 8s and 7s);
• how to use patterning and number techniques to extend their knowledge of multiplication facts
to the multiples they learn about in Grade 3 (20s, 25s, 50s and 100s);
• use multiplication facts they know to solve various types of problems.

1. Check that learners can find their own ways to

interpret ‘multiplication language’. I put out
Let them explain their methods to each other. 3 lots of 2
counters I counted
in twos
Show me 3 lots of 2…
Show me 4 times 2 …
Show me 2 groups For 3 lots of 2,
of 10. I drew 3 people with
2 eyes each

2, 4, 6
2. Check that learners can find their own ways to
interpret multiplication symbols.
Let them explain their ideas to each other.
Look, they both
As learners begin to use this format, look out for make 8 altogether. Four
times 2 is a quick way
learners who make the common error of adding the to write 2 plus 2, plus
two numbers in multiplication number sentences. Give 2+2+2+2 2, plus 2.
these learners more experience of linking the repeated
adding format to the multiplication format. 4x2

2 + 2 + 2 + 2 = 8

2 x 4 = 8 or 4 x 2 = 8
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 Grade 3: Numbers, operations and relationships
3. Help learners extend their knowledge I notice you can turn the
of multiplication facts by giving them numbers around between sharing
opportunities to see the relationships between, and multiplying. 4 taken 3 times is 12.
12 shared between 3 people… they will
say, 3 groups of 4 and four groups of 3. For each get 4 and 12 shared between
example: “Show me 3 fours and then show 4… each will get 3.
me four 3s. What’s the same? What’s different?
Show me 2 fives and then show me five 2s. What interesting
What’s the same? What’s different? …” patterns! I wonder if you can
always turn the numbers
around when you break them
4. Help learners see the relationship between sharing into equal groups.
Let’s investigate.
and grouping and multiplying. For example: “Show Mpho and Kevin, find out what
me four multiplied by 3. Then show me 12 shared between 3 people. happens with 6 oranges, Tumi
Lastly show me 12 shared between 4. What do you notice?” and Kelibogile, find out what
happens with 24 oranges.

5. Give learners many opportunities to practise finding, summarising and

extending their multiplication facts for the multiples they know.
Children 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Legs 2 4
Fingers on 1 hand 5
Toes on 2 feet 10 20 40 140

6. Help learners use their number techniques to extend their knowledge of

multiplication facts to other 1-digit numbers. For example:
Doubling
1 2 3 4 5 6 7 8 9 10 11 12 13 14
2s 2 4
4s 4 8
8s 8 16

Using drawings and counting to gather new multiplication facts:

Find how many legs altogether on 3-legged stools.
Stools 1 2 3 4 5 6 7 8 9
Draw how many legs ||| |||
|||
Number of legs 3 6

Using number lines

Drawing number lines to show counting with these number facts.

Using grids
Extending to related multiples in grids and on number lines:
I found a quick way
1 2 3 4 5 6 7 8 9 10 to find the numbers for the groups
of nines. I added the numbers for the
3s 3 6 9 30 groups of 3 and the numbers for the
6s 6 12 60 groups of 6 each time.
9s 9 18 27 90
9s
6s
3s

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 Grade 3: Numbers, operations and relationships
F inding different ways to break numbers of objects up into equal groups
For example, “Ma Kgaladi has 12 oranges to sell. She puts the same number
of oranges on each plate. How many different ways can she put out her
oranges? Write what you did and explain your different ways of making equal
groups”.

7. Give learners opportunities to summarise and compare the counting

patterns for their new Grade 3 multiples in different ways.
Using grids
Counting in 20s Counting in 25s 50s 100s
20 40 60 80 100 25 50 75 100 50 100
120 140 160

How many?
100s 50s 25s 20s
100 1 2 4 5
200
300
400
500

Using number lines

8. During the mental maths sessions before your multiplication lessons, ask
related questions that encourage learners to use the multiplication facts
they have learned:
“You have three 3-legged pots. How many legs altogether?”
“Ma Dlhamini gives each of her 5 children R3. How much does she give
them altogether?”
“Jabu trains for athletics for 25 minutes everyday of the week. How many
minutes does he train each week?”

9. Challenge learners to use and extend their multiplication number facts

by posing a variety of practical multiplication problems. Use the same
multiplication problem types as learners worked with in Grade 2 (see
table). Extend the number range to include multiplying 2-digit by 1-digit
numbers. You can also include combination type problems. (Use small
numbers for this new format.)
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 Grade 3: Numbers, operations and relationships
Problem type Examples
Repeated addition a) For the school outing, the mothers make 4 sandwiches for
each of the 25 learners. How many sandwiches do they make
altogether?
b) There are 50 oranges in each bag. You buy 7 bags.
How many oranges do you buy altogether?
Rate a) Bra Samuel earns R20 an hour.
How much does he earn in 8 hours?
b) The newspaperman delivers 75 newspapers a day.
How many newspapers does he deliver in 3 days?
Grids a) Jabu plants 15 bean plants in a row. She plants 5 rows of bean
plants. How many bean plants does she plant altogether?
b) Tumi can fit 6 rows of 15 tiles onto his kitchen floor. Draw
Tumi’s tiled floor. How many tiles must he buy?
Combinations a) Here are Peter’s shirts and shorts.

`
How many different outfit combinations can Peter make from his
shirts and shorts?

• Encourage learners to estimate the result of the problems before they start
working.
• Let learners find their own ways to solve the problems and to record their
results. Let them share their methods and find ways to check each other’s
solutions and ways of working.

I counted to find out how I broke my

many plants in 5 rows of 15 numbers up like
plants. First I counted five tens. this: 15 = 10 + 5
Then I counted on five more 5s.
75 plants altogether.
10 + 5
10 + 5
I doubled
like this:
10 + 5
10 + 5
10, 20, 30, 40, 50, 15, 30, 60, (4 rows) 10 + 5
55, 60, 65, 70, 75. + 15 (last row) is 75 50 + 25 = 75

• Give learners lots of practice time so that they can share their ideas and
so that you can model additional ‘shortcuts’ as they become ready to
progress to the more formal vertical methods required in Grade 4.

The builder puts I added 186 and I wrote 110 and 100
186 kg of sand and 33 kg of 33 like this. and 9 under each other to help me
stone in his bakkie. How heavy add them quickly.
186 + 33
is his load?
100
80 + 30 = 110 110
6+3 = 9 100 + 80 + 6 100

= I did this. 219 + 30 + 3

100 +110 + 9 = 219
9
219

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 Grade 3: Numbers, operations and relationships
Skills and knowledge
The learner:
■■ Performs mental calculations involving:
a) addition and subtraction for numbers to at least 50;
b) multiplication of whole numbers with solutions up to at least 50.
■■ Uses the following techniques:
a) building up and breaking down numbers;
b) doubling and halving;
■■ Explains own solutions to problems.
■■ Checks the solutions given to problems by peers.

Suggested activities
1. Developing mental tasks
As learners build maths knowledge they will gradually become more and
more able to work mentally. To support this growth present them with
different mental tasks (daily for about 10 to 15 minutes). The tasks should:
• interest, motivate and challenge them to think and to find their own ways
to calculate mentally;
You told me that You found out that
2 threes are 6. So, how much do 2 threes are 6 and 4 threes are
• help them to use what they know you think 4 threes will be? How 12… can you tell me what 8
to see patterns, derive new facts do you know? threes are? … 16 threes?
and ideas and to use and practise
their knowledge to solve problems;

• link their mental activity to the maths

concepts and contexts they are developing, e.g. money,
=
time, informal measurement, equal sharing and
grouping, adding and subtracting, multiplying. Which number is
For example, if learners are working with closer to 150… 148 or 153?
How do you know?
rounding off in tens, you may ask:

Challenge them to link

Ma Ncube buys peaches
in trays of 50 each. Altogether their number knowledge
The shape I am thinking
she buys 350 peaches. How many to different kinds of related of is a box. Four of its faces are
trays does she buy?
word problems. rectangles. One other face is a square.
What shape will the last face be? Draw
the last face. Tell your friend the name of
You can also integrate these sessions to challenge the shape. Find a box like the one I am
learners to work mentally with other mathematical thinking of in the classroom.

contexts. For example, if you are working with shapes, your

mental activity might encourage learners to visualise and name them.

2. Organising your mental maths sessions

Mental maths sessions should be thinking sessions rather than rote memory
or speed sessions that only require learners to give accurate answers as
quickly as possible. Ensure that everybody in the class becomes involved -
not only those learners with quick recall who may distract everybody else
by waving their hands, clicking their fingers and/or shouting to get your
attention. Through your actions, show that you respect all learners, and aim
to build their confidence and ability.

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 Grade 3: Numbers, operations and relationships
For example:
• Provide thinking time during which everybody must think or work quietly;

• Set rules like; “Nobody should put their hand up before I give you the
signal’’, or, “If you know the answers you can raise your thumb quietly to
show me you have the answer!”

• Call for answers and explanations from anyone – not only those who raise
their hands;

• Let learners discuss and share their different thinking methods

with the whole class;
This is how I worked it out…
You are saving to buy I must get from R13 to R27.
a toy that costs R27. 13 to 20 is 7… and another 7
So far you have saved R13. How to get to 27… so that’s R14
much more money more altogether!
do you need?

10 from 27 is 17…
and another 4 back gets me to 13.
So I need R14.
• Show that you accept different ways of thinking
– as long as they make sense;

• As learners develop ways to calculate and solve problems, encourage

them to speed up their responses.

At first learners will find it easier to understand and respond to questions if

they see, as well as hear, them. So if learners struggle with oral presentations,
show the questions on flash cards or write them on the chalkboard.

L et learners write their answers on a scrap of paper, or on a small white

board or a slate. Ask questions one by one, allowing learners time to
think. Show learners how to write their answers in an organised way (e.g.
numbering their answers). Learners can hold up their boards after each
question – when you give the signal. This encourages all learners to think and
it helps you to assess learners’ performance informally.

Once learners can read fairly fluently, present a series of linked questions in
written form, e.g. on work cards. Learners can then work independently or in
small groups to write the answers.

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 Grade 3: Numbers, operations and relationships
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• number names (one, two, etc.)
• ordinal number names (first, second, third, etc.)
• more , less, fewer, as much as, a little, a lot
• same, different
• equal, about, nearly, none
• total, altogether, count
• cents, rands, exchange
• pieces, parts, share, group, share equally, share between, among
• equal shares (or parts)
• break up
• estimate
• put together, add, build up, break down, take away, subtract, (minus)
• double, halve
• number names up to 100
• count in tens.

Grade 2 – add the following to the Grade 1 vocabulary:

• fives, twos, odd numbers, even numbers
• fraction names e.g. half, halves, quarter(s), fourths, thirds, fifths, sixths, one and a half, two and a
quarter
• wholes, parts, pieces, left over, remains, remainder
• twice, three times (etc), multiply by.

Grade 3 – add the following to the Grade 1 and 2 vocabulary:

• number names up to one thousand
• tens, units, ones
• twenties, twenty-fives, fifties, hundreds.

Resources
• objects in learners’ environment, different counters (e.g. bottle tops, beans, used matchsticks,
plastic shapes, pencils, washing pegs, buttons, unifix blocks, leaves, sticks, stones)
• body parts (eyes, ears, limbs, fingers)
• number tracks and number lines
• number charts or boards, number cards
• sandpaper numbers
• play money
• worksheets
• calendars
• number spinners

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 Grade 3: Patterns, functions and algebra
Grade 3:
Patterns, functions and algebra
The learner will be able to recognise, describe and represent patterns and relationships as well as to
solve problems using algebraic language and skills.
Skills and knowledge
The learner:
■■ Copies and extends simple patterns using physical objects and drawings.
■■ Creates own patterns.
■■ Describes observed patterns.
■■ Identifies, describes and copies geometric patterns in natural and cultural artefacts of different
cultures and times.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
Review the patterning activities for Grade 1 and 2. Repeat any of the activities
you think will better prepare your learners for managing the activities in this
section. Read through the activities carefully. Think about how you will build
them into your plan for the year. Consider which activities integrate well across
other mathematical contexts.

• For example, number patterns like these help to develop your What’s the counting
learners’ counting skills: pattern here? What
146; 150; 154; 158; 162; ... numbers come next or
before?
325; 300; 275; 250; 225; ...
• You can link shape pattern investigations with symmetry ideas:

WWTTWWTWWTTWW WWTTWTWWTTWW
“Which of these patterns repeat? Which does not have symmetry?”
• Time patterns can help learners to count on in different time intervals:
Follow the pattern. Fill in the missing times.

10:15; 10:30; 10:45; 11:00; 11:15; ____; ____; 12:00

• Look for patterns in different kinds of collected data:

Grade 3M: Number of learners absent

Monday
Tuesday
Wednesday
Thursday
Friday
What pattern do you notice in this set of data?
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 Grade 3: Patterns, functions and algebra
Why study patterns?
Patterns bring order to our worlds and our experiences.
From early on, children observe patterns in all kinds of
situations as they observe the world around them. These
might be patterns made by people, like this tiling pattern:

Or natural patterns, as in
this piece of honeycomb:

We must expose our learners to many different kinds of learning experiences

where we help them to develop their thinking around what makes a pattern,
show them ways to explain patterns using language, numbers, symbols or
drawings. We must also help them to make predictions and generalise rules
from various kinds of patterns. When investigating patterns, it is important that
you help learners to:
• see the relationships between the elements of a pattern;
• identify similarities and differences in patterns;
• observe how patterns repeat, change or grow in different ways.

While we have separated the activities in the unit into shape and number
patterns, the two intersect in many ways. For example, when deciding which
blocks to shade to complete this pattern, learners may think about fractions
(from a whole to ¾ to ½ to ¼).

Or when working out how many dots to draw in the next row, they need to
think in doubles:

 1

  2

    4

       8

The last two patterns are examples of growing patterns, where there is a change
in the number of elements in the pattern. In the first case, there is a decrease
in the number of shaded blocks, and in the second there is an increase in
the number of dots. Both increases and decreases are examples of growing
patterns. We can also describe them as growing and shrinking patterns.
There are many examples of growing patterns in nature. For example, the rings
in the water increase in size from the centre outwards.
page 249
 Grade 3: Patterns, functions and algebra
Preparing the classroom
• Collect photographs and posters of different kinds of patterns to create
wall displays for the classroom. Use A2 paper with square blocks to make
weather charts and birthday charts.
Once they are filled in, learners can analyse the data to look for patterns
and trends.
Our Birthday Chart
Jan
Feb
March
April
May
June
July
August
September
October
November
Most of the class have
December their birthdays at the beginning
and the end of the year, not in
the middle of the year.
• Use pictures of life cycles of plants or animals to investigate cyclical
patterns. You can do this during Science and in Numeracy lessons.

Show examples of plant/ animal life cycles different to those used in That means most
of them have birthdays
Grade 1 and 2. in summer.

• Use weather charts to investigate patterns and cycles in

the weather over a period a week or month. Use posters
or charts showing the changing phases of the moon to talk
about cyclical patterns of time and motion.
• Display a large calendar on the wall for each month. Talk
about how the calendar is arranged in a pattern, where the
days repeat themselves in 7-day cycles.

Mon Tues Wed Thurs Fri Sat Sun

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

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 Grade 3: Patterns, functions and algebra
• Ideas for natural patterns that you
can make a poster or wall display include:
- petals of different flowers
- spiral patterns of shells 
- growing patterns in the rings of tree logs.

• Ideas for patterns made by people include:

- different fencing patterns  - Brick patterns

- patterns in cultural artefacts.

Talk about the different kinds of patterns together. Encourage learners to

describe their unique features, their similarities and their differences.

Out and about

Take a walk together around the school grounds to look out for
different kinds of patterns - both natural and made by people.
Give different learners the chance to describe and compare the
patterns using their own language and vocabulary.

Drawing and copying patterns

Make time for learners to draw and make models of some of their
patterns using pencils, kokis, paints, paper strips or clay.

Paper folding patterns

This activity lets learners observe the patterns created when you fold a piece
of paper a number of times.

Give each learner a sheet of paper and demonstrate how to fold it in

half again and again to get first halves, then quarters, then eighths .
They must say how many parts they think the paper is divided into
after each fold (2, then 4, then 8) and open their paper to check their
predictions. After 3 folds, they must describe the increasing number
pattern (doubling) and use this pattern to predict how many parts they
will get if they continue to re-fold their paper in half again and again.
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 Grade 3: Patterns, functions and algebra
Working with a square piece of paper, learners can investigate the
pattern in the number of triangles they get by first folding once along
the diagonal and then by folding the resultant triangle in half over
and over again.

Making repeating patterns

Collect examples of different kinds of patterned gift wrap or pieces
of printed fabric. Have learners work in groups to investigate and
talk about the different patterns they see. Make time for each group
to share their pattern with the rest of the class.

¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤
¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤
¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤
ÙÙÙÙÙÙÙÙÙÙÙÙÙÙÙÙÙÙ So can you see how
the pattern repeats
¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤ itself and it also has
symmetry?

¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤
¤£¦¦Å¦¦£¤ ¤£¦¦Å¦¦£¤

Well, first there is a circle with a white ring, then a circle

The 3 rows repeat And can you tell with a black ring, then two squares, one with a thinner
and then there is a row me more about the border than the other, then a circle in the middle, then
of stars in the middle. pattern? the squares again and then the two circles.

Patterns and rhythm

• Begin a rhythmic pattern by clapping and stamping your feet and then ask
learners to join in:

clap clap stamp, clap clap stamp, clap clap stamp, clap clap ...

Learners can then take turns to make up their own clapping and stamping
patterns that the rest of the class or group must copy and repeat.

• Play scales up and down on a piano, recorder or harmonica. Ask learners

to sing along with you and to try and ‘feel’ the pattern in the melody as
they do.

• Play a piece of music or sing a song that your learners know well. Have
them clap or stamp out the beat as they do so. Choose another piece with
a slower or faster beat. Ask them to talk about the differences between the
two beats.

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 Grade 3: Patterns, functions and algebra
Linking rhythmic patterns to shape patterns
• Ask learners how to represent their clapping and stamping patterns using
different shapes or colours. For example, they can show the pattern: Clap,
clap, stamp, clap, clap, stamp, as:

≈ ≈
clap clap stamp clap clap stamp

≈ ≈
1 1 2 1 1 2

Give learners turns, where one learner makes up a clapping pattern and the rest
of the group has to copy the pattern as they hear it, using plastic shapes or by
drawing the shapes.

Rhyming Poems
Collect examples of poems and songs with rhyming patterns to read to learners in
the language class. Have them look for patterns made by the repeating sounds.
For example:
The Witch

With warts on her nose

And sharp pointy toes,
She flies through the night on her broom.

With covers pulled tight

In the shadows of night,
I hide in the dark of my room.

Ask learners to find more rhyming words that match the words in the poem. For
example: close, sows, hose, might, sight, right. Use examples in other languages.
Let learners make up and write down their own rhyming poems.
Bead patterns
Give learners beads or similar materials to thread to give them more opportunities
to copy and create their own patterns. They may form their patterns by repeating
colours, shapes, different sizes or by using different sized beads to make growing
and shrinking patterns.
Examples of repeating patterns: ææ ææ
ææ æ æ
Example of a growing pattern:
ØØØ
æ Ø Ø Øæ ØØØæ
ØØØ ØØØØØ
Example of a growing and shrinking pattern:

ØØ Ø ØØØØØØØØØØØØ
Make time for learners to talk about their patterns and to explain how they ‘work’.
Encourage them to use words like: starts again, over and over, one more time,
grows, shrinks, gets bigger, gets smaller, increases and decreases. If they are using
beads of identifiable shapes, encourage them to also name and describe each
shape accurately, using precise mathematical language.

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 Grade 3: Patterns, functions and algebra
Also encourage them to use ‘position’ vocabulary using words like:
first, second, last, next, the one before, the one after, in between, to the left,
to the right, two to the left or right.

Group challenge
Give each group a collection of beads of different colours and sizes and ask
them to use up as many of the beads as they can to make the longest possible
pattern. The same sequence must repeat itself over and over at least 4 times.
Groups can then compare their patterns and count how many beads they
used in total.
Building shape patterns
Learners can use shape pieces to make the same kinds of patterns. They can
name the shapes they use and describe the way they change position. For
example:
I used circles and triangles,
but my triangles point different ways.
3š5š4š6š3 First it points left, then up, then right,
then down, then left again.

Rotational patterns
Ask learners to investigate and make patterns that use the same shape in
different orientations.

Start by giving them an example of a rotating pattern, showing them how the
shape does a full turn around its own axis. This is an informal introduction to
transformations that learners look at more closely in Grade 4.

é è ê ç
Talk about the pattern together and let learners describe how the shape
moves each time. Ask them to predict which way the arrow will point next.
Let them then use shapes or cut-out arrows to make their own rotational
patterns. Then ask them to describe the direction of the turn each time.
Encourage vocabulary like facing up or down, to the left or to the right.

Follow up with written activities where learners have to draw their own
rotational patterns and also use worksheets with incomplete patterns that they
must complete.

Examples:
Draw the 3 arrows that come next in the pattern.

       ____ ____ ____

Which arrow goes next?


Is it A, B or C? A  B  C 
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 Grade 3: Patterns, functions and algebra
Growing patterns and number relationships
Design a worksheet with examples of patterns that ‘grow’ in different ways.

For example:

a) { {{{ {{{{{ {{{{{{{

The number of flowers increases by 2 starting with 1, producing a sequence of odd
numbers.

b) {{ {{{{ {{{{{{
The number of flowers increases by 2 starting with 2, producing a sequence of even
numbers.

c) { {{ {{{{ {{{{{{{{
This is a doubling pattern starting with 1.

d) {{{{{{{{ {{{{ {{ {
This is a halving pattern starting with 8.

To help learners uncover the rules for themselves, let them start by counting the number
of flowers in each group of the pattern. Ask questions like, “How many flowers in the first
group, the second, the third…?”. Now have them write the numbers under each group
and then see if they can explain each rule, based on the number patterns that they see.

{ {{{ {{{{{
1 3 5

{{ {{{{ {{{{{{
2 4 6

{ {{ {{{{ {{{{{{{{
1 2 4 8

Have them then predict how many flowers will be in the next group or in some cases, in
the group that comes before the first one shown.

From here they can extend the pattern further by writing out the number pattern, without
drawing more flowers:

1; 3; 5; 7; 9; 11; 13; 15; 17; …

2; 4; 6; 8; 10; 12; 14; 16; 18; …

1; 2; 4; 8; 16; 32; 64; …

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 Grade 3: Patterns, functions and algebra
Decreasing patterns
• Next give them similar examples of images where the number patterns show change in a
decreasing order. For example:

Pattern A:

••••••••• ••••••• •••••

This pattern begins with 9 and decreases by 2 each time – odd number sequence.

Pattern B:
•••••••••••• •••••••••• •••••••• ••••••
This pattern begins with 12 and decreases by 2 each time – even number sequence.

Pattern C:

•••••••••••• •••••• •••

This is a halving pattern.

Let learners write to appropriate numbers under each group of objects. This will help them to
decode the patterns.

Ask them to say how many wheels would come one or two places before the first group shown.
They can also extend each pattern, this time by writing the numbers only rather than drawing the
pictures.

Now let learners draw their own patterns or use counters or objects to make patterns, where the
number of images either increase or decrease in regular intervals. Encourage them to talk about
the different patterns. They should try to make and explain predictions about how many objects
come before or next in a sequence. In this way you will help them to develop the vocabulary
they need to describe the patterns using the numbers in each ‘group’ and their position in the
sequence.

Learners can then use counters or similar objects to make up their own patterns, write them down
as number patterns and explain the rule for each pattern they make. Ask them how they would
extend their patterns if they were to continue them from either end.

    

16 8 4 2 1

“So how many counters will you need to build the number that comes before 16?” (32)
“And the one before that?” (64)
“On the other side of the pattern, what number comes after 1?” (½)

Patterns on grids
Give learners grid paper to design their own examples of increasing and decreasing patterns.
They can also use dots, crosses or other symbols in the grids.
Give them chances to explain their patterns to the rest of the class.
“My pattern grows like this: I shaded 1 block and 2 blocks, and then I
skipped a row and shaded 2 blocks and 3 blocks, skipped again, then
3 and 4 blocks.”
“So how will you continue your pattern?”
“First I will skip a row then I will shade 4 blocks, then 5 blocks next to
each other. “
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 Grade 3: Patterns, functions and algebra
Ask the learners to write numbers to match their patterns. For example:

1 2 2 3 3 4 4 5

Numbering positions in the pattern

Introduce learners to ways of naming the position of each part of a pattern
in a sequence.

Sometimes the position number may be the same as the number of

elements in the pattern and sometimes not. For example, here the number
of elements in the pattern matches the position number:
1 2 3 4
Y YY YYY YYYY
Position 1 Position 2 Position 3 Position 4

In this example, the position number is 2 less than the number of elements
in the pattern.
3 4 5 6
YYY YYYY YYYYY YYYYYY
Position 1 Position 2 Position 3 Position 4

Ask learners to compare the two patterns by looking at the number of

elements and the matching position number. See if they can then make a
rule for the pattern by predicting numbers and position numbers beyond
those shown in the example.

“So tell me about the first pattern, what do you notice?”

“So how many hearts for position number 10?”
“And if you go on to position number 121, how many hearts will you
need?”

“And what about the second heart pattern?”

(There are 3 hearts for position 1, 4 for position 2, 5 for position 3 ... so that
means the position number is 2 less than the number of hearts.)
“So how many hearts will you need to draw for position number 5?”
(2 more than 5, so that makes 7 hearts.)
“And for position number 135?” (137)

Give learners practice making up their own patterns by drawing shapes

or pictures or using counters or other concrete apparatus. They should
show examples where the position number is the same as the number of
elements and examples where the position number is less than the number
of elements. Make time for them to discuss and compare their patterns. Ask
questions that help learners to predict the number of elements that come
before and after the given pattern. This leads them to develop with rules for
the different patterns they create.

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 Grade 3: Patterns, functions and algebra
Skills and knowledge
The learner:
■■ Copies and extends simple patterns using physical objects and drawings (e.g. using colours and
shapes).
■■ Copies and extends simple number sequences to at least 100.
■■ Creates own patterns.
■■ Describes observed patterns.

Suggested activities
Introducing number patterns
From Grade 3 learners should know and be able to read and write number
symbols from 1 to 1 000. To fully understand these numbers, learners must
investigate the repeating and expanding number cycles and patterns we
use to form, give value to, sequence and write numbers. In particular, they
must come to understand how we combine numbers in groups of 10, and in
multiples of 10; and how we use placing patterns to label these groups and
to show the value of each digit in the number. So, for example, they must
understand that in the numbers 2, 20, 200 and 2 000, the amount that the 2
stands for changes according to where we place it in the number.

Investigating number patterns should be integrated with other number work.

Activities for counting forwards and backwards in different number groups,
sequencing, ordering and writing numbers, grouping them in different
ways and doing number calculations all involve number patterns. Training
learners to observe and use patterns as they work will help them to develop a
deeper number sense and gain confidence when manipulating numbers and
exploring number relationships.

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 Grade 3: Patterns, functions and algebra
Counting patterns
As your learners become more and more numerate, they can explore number patterns within an
extended number range of 1 to 1 000. They can also explore fraction patterns and time patterns.
Let’s review some of the common kinds of number patterns we want them to explore.

Repeating patterns
222; 223; 224; 222; 223; 224; ____; _____; ____

567; 565; 564; 567; 565; 564; ____; _____; ____

The group of 3 numbers repeats each time.

Growing patterns
130; 140; 150; 160 The numbers increase by 10 each time.

522; 524; 526; 528 The numbers increase by 2 each time.

199; 198; 197; 196  A growing pattern, even though the numbers
decrease in size.

13; 26; 52; 104; 208 A doubling pattern that ‘grows’.

480; 240; 120; 60; 30; 15 A halving pattern that ‘grows’.

Place value patterns

As learners learn to count forwards and backwards from 1 to 1 000, help them to see that there is
both a growing pattern in the 10s digits and a cyclical repeating pattern in the 1s digits.
121; 122; 123; 124; 125; 126; 127; 128; 129; 130; 131; 132; 133; 134; 135; 136; 137; 138.
Encourage learners to make this discovery on their own by looking at how the values of the digits
change, as the numbers increase in size.
Or they may decrease in size:
140; 139; 138; 137; 136; 135; 134; 133; 132; 131; 130; 129; 128; 127; 126; 125; 124; 123; 122; 121.

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 Grade 3: Patterns, functions and algebra
Number board patterns
Give learners practice looking for place value patterns on their number grids. Start by using blank
number boards.

401 Write the number 401 in the first block. Count

on across the rows. Write in the numbers as you
count. Carry on until you get to 500.

Check with your friends to see that you both have

the same numbers. Now let’s see what patterns we
get when we go across the rows ...and now let’s
count down the rows.
I see some pattern!
The last digit in each row always ends in 0.
The middle digit of each number changes in each row
going down. The 1s always go up from 1 to 9 and then
end with 0. The hundreds digit only changes when you
get to the last block for 500.

Counting patterns on the number board

Now use number boards with the numbers
written in. Begin by having learners read
and point to the numbers as they say them.

101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

121 122 123 124 125 126 127 128 129 130
When you count When you count
131 132 133 134 135 136 137 138 139 140 across you add 1 down, you are counting in
each time so the 1s 10s, so the 10s digit gets
141 142 143 144 145 146 147 148 149 150 bigger and the 1s digits stay
digits get bigger.
151 152 153 154 155 156 157 158 159 160 the same.

161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190

191 192 193 194 195 196 197 198 199 200

Make a worksheet where you show only one or two rows or columns of the board.
Let learners investigate which digits and values stay the
same and which change when they read the numbers 101 102

across the rows. 111 112

121 122
101 102 103 104 105 106 107 108 109 110
131 132
111 112 113 114 115 116 117 118 119 120
141 142

151 152
and then down the rows….
161 162

171 172

181 182

191 192

Ask learners to draw the next row or the next column of numbers, without looking
back to their number boards, but by following the pattern of the first two rows and
columns on the worksheet.

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 Grade 3: Patterns, functions and algebra
101 102 103 104 105 106 107 108 109 110

111 112 113 114 115 116 117 118 119 120

Using crayons, learners can shade blocks in 121 122 123 124 125 126 127 128 129 130

different groups of numbers and then describe the 131 132 133 134 135 136 137 138 139 140
patterns they see. For example:
• All the numbers with a 5 in them. 141 142 143 144 145 146 147 148 149 150

• All the numbers with an 8 in them. 151 152 153 154 155 156 157 158 159 160
• All the numbers with a 3 in them. 161 162 163 164 165 166 167 168 169 170

171 172 173 174 175 176 177 178 179 180

181 182 183 184 185 186 187 188 189 190
Ask questions like:
191 192 193 194 195 196 197 198 199 200
“Which numbers are in both patterns?”
“What will the pattern look like for all the numbers
with a 2 or a 3 in them?”

Subtracting along the diagonals

Ask learners to draw a block around any 4 numbers on the number board to make a 2 x 2 grid like
the one below. They must then calculate the difference between the numbers along both diagonals as
shown by the arrows.

When you start from And when you subtract

the bottom left hand block and the top left hand block from
subtract the top right hand the bottom right hand block,
block, the difference is 9. the answer is 11.

Diagonal patterns
Have them do this at least 2 more times for
184 185 two different 2 x 2 grids. They will find that the
differences will always be the same. Ask them
194 195 to think about why this is so and to explain their
reasoning.

For 9, you go one block up, so that’s 10 And for 11, you go up
less and then one block to the right, so one block, that’s 10 and one
that makes 9 less, and the blocks are to the left, so that always
arranged in the same order for all the makes 11.
numbers, so it will always be 9.

Well, going from left to

Adding along the diagonals right there’s one less in
Ask learners to add up the numbers on the 162 163 the top number than the
bottom number and going
diagonals of any 2 x 2 grid.
For example: (162 + 173 = 335) and 172 173 from right to left, there’s
one more in the top number
(163 + 172 = 335). Let them do this for at than the bottom number, so
it evens out that way.
least 3 examples and then explain why they
always get the same total. The investigation
will also give them practice adding 3-digit
numbers.

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 Grade 3: Patterns, functions and algebra
Odds and evens
Use the number boards and counters to investigate odds and evens.
When counting in 2s, let learners start from zero and place counters on alternate numbers as they say
the names of the numbers they cover. Once they begin to see the patterns, ask them to predict how
the counting sequence will continue. Ask guiding questions to help learners make their own rules for
counting in 2s when we start at zero. It could be something like, “I notice that the numbers always
end in a 2, a 4, a 6, an 8 or a zero.”

Repeat the counting in 2s activity. This time let learners find and predict the pattern for when they start
from 1. Ask guiding questions to help them make their own rules for counting in 2s for when we start
with 1.

Once learners can give you rules for counting in 2s (starting either from zero or from one), you can
introduce the terms ‘even’ and ‘odd’ numbers to describe the numbers they covered on the board.
When they started from 0, the numbers were even and when they started from 1, the numbers were
odd. You can reinforce this work with work cards like these:

Use your pattern for odd numbers. Use your pattern for even numbers.
Circle all the odd numbers. Circle all the even numbers.
2 5 10 17 18 29 35 72 81 2 5 10 17 18 29 35 72 81
102 104 125 177 183 192 199 102 104 125 177 183 192 199
Explain to your friend why you circled these numbers. Explain to your friend why you circled these numbers.

Skip counting on the number board

By Grade 3, learners should be able to count on (skip count) in groups of 2s, 5s, 10s, 20s, 25s, 50s and 100s.
They should also know their multiplication facts for numbers up to 50. This means that they should practise
skip counting in other number groups that give a product of up to 50. Of course they can also go beyond this
and cover all numbers from 1 to 100.

Make enough copies of number boards from 1 to 100 and from 101 to 200 so that learners can do different
skip counting activities. They can first count on in different groups, using counters to cover the numbers as they
count them, and then shade the numbers they count. As they go along, they should look for patterns for one
group of numbers and then compare patterns for different groups.

Beginning with the 10s pattern, their boards will look like this:
1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 50 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

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 Grade 3: Patterns, functions and algebra
For the 5s pattern, their boards will look like this:
1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 50 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

For the 2s pattern:

1 2 3 4 5 6 7 8 9 10 101 102 103 104 105 106 107 108 109 110
11 12 13 14 15 16 17 18 19 20 111 112 113 114 115 116 117 118 119 120
21 22 23 24 25 26 27 28 29 30 121 122 123 124 125 126 127 128 129 130
31 32 33 34 35 36 37 38 39 40 131 132 133 134 135 136 137 138 139 140
41 42 43 44 45 46 47 48 49 50 141 142 143 144 145 146 147 148 149 150
51 52 53 54 55 56 57 58 59 50 151 152 153 154 155 156 157 158 159 160
61 62 63 64 65 66 67 68 69 70 161 162 163 164 165 166 167 168 169 170
71 72 73 74 75 76 77 78 79 80 171 172 173 174 175 176 177 178 179 180
81 82 83 84 85 86 87 88 89 90 181 182 183 184 185 186 187 188 189 190
91 92 93 94 95 96 97 98 99 100 191 192 193 194 195 196 197 198 199 200

Ask questions to help them think about the different patterns they get, to compare the patterns for different
groups, to find which numbers occur in more than one group and to make rules for each pattern. They can
also predict if bigger numbers, up to 1 000, that are not shown on the boards, fit a particular pattern or
not.

For example:
“What digits do the numbers in the 10s pattern always end with?”
“What digits do the numbers in the 5s pattern always end with?”
“Which numbers are both in the 10s pattern and the 5s pattern?” (the multiples of 10).
“Which number comes next in the 10s or 5s pattern after 200? After 300? After 900?”
“What digits do the numbers in the 2s pattern always end with?”
“Write the next 4 numbers in the 2s pattern after 200. After 300? 500?”
“Busi says the number 346 is in the 5s pattern. Is she correct?” “How do you know?”
“Mahmud says 560 is in the 5s and the 10s pattern. “Is he correct?” “How do you know?”
“Susan says the number 45 689 cannot be in the 2s pattern. “How does she know?”
“Write a number with 5 digits that is in the 2s pattern. Explain how you know.”

The 4s pattern
On a new number grid, have learners count on in 4s and 1 2 3 4 5 6 7 8 9 10
shade all the numbers in the 4s pattern. You can choose to go
11 12 13 14 15 16 17 18 19 20
up to 48, or let them count on in 4s up to 100.
21 22 23 24 25 26 27 28 29 30
Ask questions like: 31 32 33 34 35 36 37 38 39 40
“Are the numbers in the 2s pattern also in the 4s pattern?”
41 42 43 44 45 46 47 48 49 50
“Which ones are missing from the 4s pattern?”
(All the white blocks that are even numbers are in the 2s 51 52 53 54 55 56 57 58 59 60
pattern, but not in the 4s pattern.) 61 62 63 64 65 66 67 68 69 70
“Are the numbers in the 4s pattern also in the 2s pattern?” 71 72 73 74 75 76 77 78 79 80
(The 4s pattern always ends with even numbers, just like the 2s
81 82 83 84 85 86 87 88 89 90
pattern.)
91 92 93 94 95 96 97 98 99 100
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 Grade 3: Patterns, functions and algebra
The 8s pattern 1 2 3 4 5 6 7 8 9 10
From here, learners can count on in 8s on the same board . They
must use a darker shade to colour the numbers in the 8s pattern 11 12 13 14 15 16 17 18 19 20
so that their boards look like this: 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
Ask questions to help them see that every 2 number in the 4s
nd
51 52 53 54 55 56 57 58 59 60
pattern is in the 8s pattern and that the numbers in both the 8s
61 62 63 64 65 66 67 68 69 70
pattern and the 4s pattern are always even. This means that all the
numbers in the 8s pattern are also in the 2s pattern. 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

The 3s pattern 1 2 3 4 5 6 7 8 9 10
Ask learners to now count on in 3s and to use a light colour 11 12 13 14 15 16 17 18 19 20
to shade all the numbers that fall in the pattern. Talk about the 21 22 23 24 25 26 27 28 29 30
diagonal arrangement of numbers in the 3s pattern.
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
1 2 3 4 5 6 7 8 9 10 61 62 63 64 65 66 67 68 69 70
11 12 13 14 15 16 17 18 19 20 71 72 73 74 75 76 77 78 79 80
21 22 23 24 25 26 27 28 29 30 Using a darker shade, 81 82 83 84 85 86 87 88 89 90
31 32 33 34 35 36 37 38 39 40 have them now shade 91 92 93 94 95 96 97 98 99 100
41 42 43 44 45 46 47 48 49 50 those numbers that
are in both the 2s and
51 52 53 54 55 56 57 58 59 60
the 3s pattern.
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

What can you

tell me about the They are even
numbers. Because if they’re in
numbers that are in the 2s pattern they have
both patterns? to be even, so if they are in
both patterns, they can only
be even, not odd.
And why
is that?

The 6s pattern
On the same board, let learners count on in 6s and see which numbers they
land on. Ask similar questions to the ones for other patterns.

Sum up by asking questions like:

• So are all the numbers in the 6s pattern also in the 2s and 3s pattern? (Yes).
• Are all the numbers in the 3s pattern also in the 6s pattern? (No, only the
even ones).
• Are all the numbers in the 2s pattern also in the 6s pattern? (No, only
some of them).

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 Grade 3: Patterns, functions and algebra
The 9s pattern 1 2 3 4 5 6 7 8 9 10
Now let learners shade all the numbers in the 9s pattern and
11 12 13 14 15 16 17 18 19 20
explain that they run in a diagonal line from right to left.
21 22 23 24 25 26 27 28 29 30
After that they can shade the numbers in the 11s pattern that
produces a diagonal line in the opposite direction. 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
Talk about the different numbers learners get for each 51 52 53 54 55 56 57 58 59 60
pattern. 61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
Ask them to add the digits in each of the numbers in the 9s
pattern. They will find that these digits always add up to 9 or 81 82 83 84 85 86 87 88 89 90

a number in the 9s pattern. 91 92 93 94 95 96 97 98 99 100

For example:
for 63: 6 + 3 = 9;
for 81: 8 + 1 = 9.

They can use this rule to answer questions like:

“Which of these numbers are in the 9s pattern? How do you know?”
162; 189; 972; 456; 207
(They are all in the 9s pattern, except 456 because 5 + 4 + 6 = 15 and 15 is not in the 9s pattern)

For the 11s pattern, for 2 digit numbers, the same digit repeats itself, so if they add the digits
together they will get double the value of the repeating digit (3 + 3 = 6) or (4 + 4 = 8).

Written practice
Once learners have done lots of work with the number boards, and can read and say the numbers
in the different patterns, give them written exercises to consolidate what they have learned. Use
examples where they have to extend a pattern that you start for them, fill in missing numbers left
out in a sequence or identify numbers that don’t belong in a given pattern sequence.
a) 110; 120; 130; ___; ____; ____ Extending the pattern
b) Write all the numbers in the 10s pattern between 120 and 190.
Writing a pattern sequence in a given range.
c) 120; ____; 140; ____; 160; ____; 180; ____
Find the missing numbers.
d) 120; 130; 140; 150; 160; 170; 180; 185; 190; 200
Circle the number that does not belong.
e) Which of these numbers is in the 2s, 5s and 10s pattern?
125; 132; 140; 164
Finding patterns that converge
f) Which of these numbers is in the 10s pattern?
134; 450; 655; 789
Generalising the pattern to larger numbers.
Give learners lots of practice examples that cover the 2s, 5s and 10s patterns.
Design different work cards or worksheets to help learners practise and become very familiar with
all these patterns. Important principles to remember are:
• Let learners who still need support, use aids to build and check their ideas.
• Encourage confident learners to work mentally and use ever increasing numbers – beyond
100.

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 Grade 3: Patterns, functions and algebra
Doubling and halving patterns on the number board
You can also use number boards to help learners develop their understanding of
‘doubling and halving’. For example, let them put a counter on the board, say on the
2, then keep on doubling the number they land on (2, 4, 8, 16, etc). Some learners
may need to put out the actual number of counters on their desks and double them
every time before they will be able to double on the number board alone.

Let learners reverse the pattern by halving repeatedly to develop the understanding
that doubling and halving reverse each other.

Number name and place value patterns

Once learners start to write numbers, we need to help them build an understanding
that there is a big change in the way we write numbers when we go beyond 9. Up to
9, we simply use a new digit symbol and give each number a new name. After 9, we
group in tens, and multiples of ten, to form the numbers. We also use placing patterns
to write numbers.

So, we want learners to know that:

• the digits in numbers from 10 to 19 stand for one group of 10 plus a number of
‘singles’ that are not enough to make up another ten.
11= 10 + 1; 12 = 10 + 2; … 19 = 10 + 9
• the digits in numbers from 20 to 29 stand for 20 (two groups of ten) plus a number
of ‘singles’ that do not make up another ten.
21 = 20 + 1; 22 = 20 + 2; ... 29 = 20 + 9
• the numbers from 30 to 34 stand for 30 (three groups of ten) plus a number of
‘singles’ (37 = 30 + 7) and so on.

Once learners understand these patterns, counting becomes easier. Up to 100,

learners need to learn only eight new number names (twenty, thirty, forty … to
ninety).

These names are easy because there are patterns (‘ty’ after the number of tens, e.g.
six-ty). There are regular patterns for all the ‘in-between’ numbers (twenty-one,
twenty-two etc).
Grouping patterns
Skip counting lays the foundation for working with number groups and doing
calculations that involve both grouping and sharing (multiplication and division).
By identifying numbers that belong to both patterns, learners build an intuitive
understanding of the commutative nature of multiplication. For example:

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

The lightest shaded blocks show that 15 and 30 are in both the 3s and the 5s pattern .
When counting on in 3s, you find that 3 counted 5 times is 15.
Or 5 x 3 is 15
And when counting on in 5s, you find that 5 counted 3 times is 15.
Or 3 x 5 = 15

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 Grade 3: Patterns, functions and algebra
After finding which numbers fall in more than one group, learners can show the same numbers
(multiples) using counters or by shading blocks in a grid. They must have the same number of dots
or counters in each row. Here is an example:

Some representations of 48
Ask learners to write multiplication number sentences for each ‘array’ and to find
the matching pairs for each pattern. i.e. 8 x 6 and 6 x 8; 12 x 4 and 4 x 12;
16 x 3 and 3 x 16.

I made 12 rows
with 4 in a row.

I made 6 rows with 8 in a row.

I made 4 rows with 12 in a row.

I made 16 rows
I made 3 rows with 16 in a row. I made 8 rows with 3 in a row.
with 6 in a row.
Addition and
subtraction patterns
As learners begin to see more patterns and number relationships, they can use this knowledge to
operate with numbers more efficiently. Design work cards with lots of different examples.

Work cards are useful because you can adapt the text book activities to meet your own learners’
needs. You can also design work of different difficulty levels for learners who are functioning at
different levels. Learners can also choose whether they need the support of concrete aids to help
them complete the work cards, or whether they are able to work mentally. According to the needs
of your different learners:
• make the worksheets shorter or longer;
• use bigger or smaller numbers;
• use other patterns.

In these examples, 100 - 75 = 25 500 + 50 = 550 900 - 25 = 875 100 + 150 = 250
learners practise adding 200 - 75 = 125 600 + 50 = 650 800 - 25 = 775 200 + 150 = 350

and subtracting the same 300 - 75 = 225 700 + 50 = 750 700 - 25 = 675 300 + 150 = 450

number. 400 - 75 = 325 800 + 50 = 850 600 - 75 = 575 400 + 150 = 550
500 - 75 = 425 900 + 50 = 950 500 - 25 = 475 500 + 150 = 650
They use ‘pattern
thinking’ to find quick
answers.
My answers are
The answers are 100 100 less each time. The last
more each time. The last 2 2 digits are always 75, because
digits are always 25, because you subtract 25 from whole
you subtract 75 from the 100s each time.
100s each time.

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 Grade 3: Patterns, functions and algebra
Commutative patterns
Give examples that help learners to see patterns in the relationship between adding and
subtracting, using the same set of numbers. In other words, learners begin to explore
commutative relationships in patterns.
For example: 40 + 50 = 90
50 + 40 = 90
90 - 40 = 50
90 – 50 = 40

Start with small numbers like these, and talk about the different ways we can combine the
numbers by following the pattern.

Once we know one way that the 3 So we don’t have to

numbers fit together, we can work out calculate each answer! We just
all the other ways they fit together, like have to know how the 3 numbers
parts of a pattern. And that is because fit together in different number
addition and subtraction are like sentences.
opposite faces of the same coin.

Give practice examples using bigger numbers up to 1 000 to build learners’ number skills.
560 + 20 =
20 + 560 =
580 – 20 =
20 + 560 =
Also change the position of the unknown in the number sentence.
For example:
560 + = 580
20 + 560 =
- 20 = 560
580 - = 560
Recursive patterns
Pascal’s Triangle
This is an example of a recursive pattern, when the outcome of a step depends on the outcome
of a previous step. The triangle itself is made by arranging numbers. Each number in the
triangle is the sum of the pair of numbers directly above it, to the above left and above right.
The first four rows are as follows (the 1 at the top is considered to be Row 0):

Start by giving the completed top part of the triangle to your learners. Ask them to work out the
pattern we use to fill in the numbers in the triangle. Once they have worked this out, see if they
can complete the next five rows of the triangle.

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 Grade 3: Patterns, functions and algebra

1 1

1 1 1 1

1 2 1 1 2 1

1 3 3 1 1 3 3 1

1 4 6 4 1 1 4 6 4 1

1 5 10 10 5 1

1 6 15 20 15 6 1

1 7 21 35 35 21 7 1

1 8 28 56 70 56 28 8 1

1 9 36 84 126 126 84 36 9 1

When the children have completed all the rows, help them look for more
patterns. For example, along the diagonals going from left to right and right to
left, even and odd numbers and totals of the numbers in each row, which they
can add using their calculators.

Fibonacci number sequence

A long time ago, a man called Fibonacci discovered a very interesting number
pattern, which is now called the Fibonacci sequence. Here is the pattern:

Ask learners to see if they can work out the pattern for themselves and to
calculate which the next 3 numbers will be in the pattern. They can then use
their calculators to work out further numbers in the sequence. They should
check each other as they go along - if one number is incorrect, all the next
numbers will also be incorrect.
The pattern is easy to work out. To make the next number in the pattern, all
you have to do is add together the last two numbers.

Kaprekar’s sequence
Reversing the digits
This is another number sequence that your Grade 3 learners can investigate. It
produces some interesting patterns. They should follow each step and carry on
the process, looking for patterns as they work.
1. Think of a two-digit number 28
2. Reverse the digits 82
3. Take the smaller number from the larger number 82 - 28 = 54
4. U
 se this answer. Go back to step 2 and repeat steps 2 and 3 over and 54 - 45 = 09
over again until you see the pattern. 90 - 09 = 81
81 - 18 = 63 ...

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 Grade 3: Patterns, functions and algebra
Help learners to see the links the pattern has with the 9 times table.
Ask learners if there are any numbers for which Kaprekar’s sequence does not
work (numbers with two digits which are the same - 11, 22, 33 etc.). Why do
they think this is the case?
Ask them to test the sequence using three digit numbers. Do they get the
same pattern?

Finding the rules

Give examples of number sequences where the variable changes every two
steps and ask learners to work out if they can find the rules and also work out
what the next 3 or 4 numbers will be in the pattern. Then let them make up
similar patterns of their own and ask their partners to work out the rules and
extend the number sequences, either from the front or the back. Here are
some examples:
The rule is:

2 4 5 10 11 double then add 1

The rule is:

take away 3
19 16 20 17 21 then add 4

Magic square patterns

A magic square is an arrangement of numbers in a grid, where each number
occurs exactly once. The sum of the numbers, the “magic number”, of any
row, any column, or any main diagonal is the same.

Give learners examples, beginning with 3 x 3 grids, where they have to work
with the numbers they’re given to find the magic number. Then they can do
ones where they have to find the magic number or pattern and also fill in the
missing numbers, once they have worked out the pattern.

1 6 5 7 8 3

8 4 0 2 6 10

3 2 7 9 4 5 In each square find the magic

number.

6 8 6 5 Use the magic number to fill in

the missing numbers.

5 3 11 3

9 4 4 9

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 Grade 3: Patterns, functions and algebra
Square number patterns

1 4 9 16

1+3 1+3+5 1 + 3 + 5 +7
First talk about squares. What makes a square a square?
Is a square also a rectangle? Why? Why not?
Next ask learners to draw squares of increasing sizes on grid paper as
shown above. They must then look for patterns in the number of blocks
they need to shade each time. Also ask them to find a pattern in the
number of blocks they need to add to the previous square each time.

Have them then draw the next two or 3 squares in the series to check
they are following the pattern. Thereafter, without drawing the blocks, let
them use the number pattern to work out how many blocks they will use
for the next 5 or 6 squares in the pattern.
Triangular Numbers
Triangular numbers are numbers of objects or symbols we use to make a
series of ‘triangles’ of increasing size.

1 3 6 10 15
Learners can draw dots or use round counters to build the numbers.
Have them count the numbers of dots they use each time and discuss
why we call these triangular numbers. They should look for patterns. For
example, how many dots do we add each time to the last row to build
the next sized triangle in the series?

1 3 6 10 15
+2 +3 +4 +5

From this pattern ask them to now predict how many dots they will need
to build the next triangular number, and the next?

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 Grade 3: Patterns, functions and algebra
The maths behind the trick
You will need counters or beans.

The Secret Number Trick

Think of a secret number.
And now tell me what
Add 7. you have and I’ll tell you
+ 7; x 2; - 6; ÷÷ 2,
Multiply the result by 2. the secret number.
Subtract 6. -
Divide by 2.
Subtract your secret number.
Now tell me your answer and I’ll tell you the secret number.

What’s the secret to this trick? To solve the mystery we are going to solve an algebraic
equation. You know that algebra forms the foundation for all higher maths and that is very
useful in many fields including science, engineering, business and economics. But did you
know you can solve algebraic equations with counters and beans?

In algebra we use symbols to represent

unknown quantities. We are going to use a
counter to represent the secret number.

And we’ll use beans to represent the numbers

we know. So our secret number plus 7 looks
like this:

The next step is to multiply by 2.

And then we subtract 6,

which might look like this:

Next we have to divide by 2.

In other words, take away half of what we
have. What do we have now?

The instructions say, “Tell me your answer and I will tell you the secret number.” How do
we do that?

Use your counters and beans to find the maths secret behind these number tricks:
Secret Number Trick 1 Secret Number Trick 2
Think of a secret number. Think of a secret number.
Add 5. Add 12.
Multiply by 2. Subtract 5.
Add 2. Add 7.
Divide by 2. Subtract 13.
Tell me your answer and I will tell you the Tell me your answer and I will tell you the
secret number. secret number.

Learners should realise that they must do all the steps in the secret number trick.
Then they take away the answer they get from the answer their friend gives them.
So in Trick 1: 5 x 2 = 10, 10 + 2 = 12, 12 divide by 2 = 6.
If the friend says her answer is 15, then the secret number is 9 (15 - 6).

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 Grade 3: Patterns, functions and algebra

Vocabulary
Grade 1, 2 and 3:
Repeating pattern; language to describe patterns, e.g. position words - right, left, first, second, last,
next, the one before, the one after; shape and colour words; increase or grow, decrease or shrink;
doubling; halving; rows and columns.

Resources
Pictures of patterns in nature, in drawings, clothes, paving, houses etc; pattern posters if possible;
musical instruments to make rhythm patterns; cut-out shapes for making patterns; beads, seeds,
threading string etc; potato prints or stencils; paints; glue and scissors; coloured paper; counters;
number dot cards; number cards; grid paper; number boards and blank number boards; weather
charts, timetables, life cycle charts etc; girt wrapping paper or wall paper

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 Grade 3: Space and shape (geometry)
Grade 3:
Space and shape (geometry)
The learner will be able to describe and represent characteristics and relationships between two-
dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Skills and knowledge

The learner:
■■ Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the
classroom and in pictures including:
a) boxes (prisms) and balls (spheres) and cylinders;
b) triangles squares and rectangles;
c) circles;
d) cones and pyramids.
■■ Describes, sorts and compares physical 2-D shapes and three-dimensional objects in pictures and
in the environment including:
a) two-dimensional faces in or on the faces of three-dimensional objects;
b) flat/straight and curved /round surfaces and edges.
■■ Observes and creates given and described two-dimensional objects and three-dimensional objects
using concrete materials (e.g. building blocks, constructions sets, cut-out two -dimensional shapes
and three-dimensional objects, clay, drinking straws).

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
Investigating 2-D shapes
An oval is
A circle is round shape w also a
a perfectly formed edge, but it na ith one curved
making the sh rrows on either side,
Curved shapes round shape with one ap
from the cent e elliptical. The length
curved edge. Every point re to the edge
• Draw a large oval and a circle on the not the same
at di is therefore
board. Ask learners to name both shapes along the edge is the circumferenc fferent points around the
e.
same distance from understand m It will help learners to
and to talk about how they are the same the centre. circles by com
ore about the
properties of
and different. Using light coloured wax paring th
curved shapes em with other
like ovals.
crayons, learners can practise drawing both
shapes, using wide circular movements. The circle is
curved the same
The oval
way all around.
is also curved and
round, but it gets
wider across one way
Don’t focus on whether their figures are 100% accurate, but rather and flatter the other
on whether learners are able to show the different kinds of ‘roundness’. way.

• Make up a worksheet with the following shapes:

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 Grade 3: Space and shape (geometry)
Ask learners to write down the number of shapes that are:
– circles – half circles
– quarter circles – ovals
– half ovals – quarter ovals
You can ask questions that extend learners’ fraction knowledge too. For
example:
How many ¼ circles make 1 circle? 2 circles?
How many ¼ ovals make ½ an oval, 1 oval, 1½ ovals?
Faces, edges and corners

An edge is a line that marks the boundary between one thing and
another. The edge of a shape shows the outline of the shape. Encourage
learners to use the word “edge” rather than “side”. This is because the
word ‘side’ is ambiguous. Learners could mistake the side for meaning
the face of an object. Or if you tell them to ‘stand to one side’, this You can make copies of
means something else again. the different shapes on
p358, p359 and p371.

• Give each group a set of cardboard shapes or pattern blocks.

d
Make a set of flashcards with the names of each shape in the set. rectangle triangle square diamon

Read the names together. Pin the names on the board so learners
circle
can refer to them when they work. In their groups they should pentagon hexag
on trapezium
semi-circle
discuss the different shapes in their set, decide on their correct
names and count and compare how many edges and corners they
have.

Notice that we introduce some shape names like Learners must also know that we call:
“pentagon”, “trapezium” and “hexagon” that may • the flat surface of a 3-D object its face.
not be familiar to your Grade 3 learners. There is no • the point where two lines meet, the
harm done if you introduce a few extra shape names corner (vertex).
for them to learn. It is after all, far easier to refer to a
hexagon, than to say, “a closed shape with six, straight
edges” each time you want to talk about it! Of course
we also want them to know what the properties of the
This face has
shape are. 6 edges and six corners
I think we call it a
hexagon!
Feely Bags
• Put a collection of different geometric cardboard
shapes or pattern blocks into a bag. Learners take
turns feeling for a shape.
• Without revealing the shape, they must then My shape has 4 straight edges. The
describe to the other learners in as much detail two on the top and on the bottom
as possible how many faces, edges and corners are the same length, and so are the
it has. The other learners guess the name of the other ones at the sides. But they are
shape. shorter than the ones at the top and
bottom. It has 4 corners.

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 Grade 3: Space and shape (geometry)
The properties of 2-D shapes
Design a worksheet to help learners summarise their findings from the previous activity. Show them
how to read the table first. Do one or two examples together. Where necessary, help learners fill in
the names of unfamiliar shapes.

Shape
Number
of edges
Number of
corners

Four-sided shapes Remember to emphasise the point that

Help learners to distinguish between rectangles, we’ve made before - that squares are also
squares and other kinds of 4-sided shapes rectangles, but special kinds of rectangles,
(quadrilaterals). Read the questions together. with four edges or sides the same length.

2 1 2 4 6
3 5
1 3
4 5
Which shapes are ‘ordinary rectangles’? __________
Talk about how these shapes are the same. Talk about how Which shapes are squares or ‘special kinds of rectangles’?
they are different. _________
Which shapes are rectangles? __________
Finish these sentences:
Is shape 2 a rectangle? Why? Why not?________
We call shape 2 a ______ because ______.
Finish this sentence: A rectangle is a shape that has
_________________________. We call shape 4 a ______ because ______.

Imagining straw shapes

• Ask learners to imagine that they have straws of the same length to build rectangles,
squares and triangles. They must think about how many straws they will need to make:
– the smallest possible square...the next biggest size square;
– the smallest possible rectangle...the next biggest size rectangle;
– the smallest sized triangle with edges of equal lengths;
– a shape that is neither a square nor a rectangle, but still has 4 sides.

• Next let them describe the shapes they imagined. Then give each group a pile of straws to build
the shapes. Let them check if the shapes they ‘imagined’ are the same as the ones they built.
Investigating triangles
You will need a set of different equilateral, isosceles and right-angled triangles for each group of
learners. (See Resources)
You can add triangles from the Tangram puzzle as well (See Resource, p374). When you make copies,
stick to one colour. This will help learners to focus on more important attributes of the shapes as they
sort them.
Learners should sort the triangles into different groups and then explain how they did this.
End the activity with a whole class discussion to review the properties of the three kinds of triangles
- equilateral, isosceles and right-angled triangles. Learners do not need to know these names, but
should rather be able to describe their differences and similarities using their own informal language
(see below).
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 Grade 3: Space and shape (geometry)
These two
triangles are exactly
the same, but one is
smaller.

Yes! And it looks

like all 3 sides are the
same length

I agree and also

look at the shape of the
corners. They also seem to
be the same.
And look! We’ve
got a matching pair over
These two are also here too, and they’re quite
the same but they are different to the others.
a different shape
to yours.
Yes, look at how
Yes - the two
the corner goes straight up
edges at the side seem
and down, not slanted like
shorter than the one at
the other 2!
the bottom!
And the two corners
at the bottom seem the I think the edge across
same, but pointier than the from that corner is longer than
one at the top! the others. Should we use a
ruler to check?

Using geoboards
• Repeat some of the geoboard activities suggested for Grade 2 learners.
• Follow-up by giving learners instructions to make different kinds of
squares, rectangles and triangles. For example:
– Make as many different-shaped triangles as you can.
– Make a triangle with its sharpest point (apex) at the top and then make
the same triangle with its point facing left, down or right.

– Make a big rectangle. Divide the rectangle into

two rectangles.
– Make the biggest sized square that will fit on the
board. Divide the square into 2, then 4 triangles.

• Make as many different kinds of quadrilaterals as

you can (four-sided polygons). Give each shape a
name. Here they may use the correct mathematical
names or make up their own names according to
the ‘forms’ of the shapes they make.

kite
cheese

boomerang

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 Grade 3: Space and shape (geometry)
Drawing 2-D shapes on dotty paper
Give each learner a sheet of dotted paper to practise drawing some of the
2‑D shapes they have investigated so far. They first imagine their shape and
then mark out the dots for the corners (where the edges start and end). They
can then join the dots to form the edges. They can use their rulers to help
them draw straight lines.

Shading rectangles and squares on grid paper

Give each learner a sheet or two of 2 cm x 2 cm grid paper.
You will find a sheet in the Resource Section. (See Resource, p360).
Rectangles
On the grid, draw the smallest possible rectangle that is not square.

They can do this in two ways:

Find as many ways as you can to draw a rectangle that covers 12 blocks.

They can then do the same investigation with 24 or 36 blocks.

This activity links to both multiplication (factors) and area. To work out the
possible ways to draw the rectangle, learners must think of the multiples of
12 (what x what = 12?). By checking that each rectangle covers 12 blocks,
they are discovering something important about area - that the amount of
space covered by a shape can be the same, even if the dimensions (length
and breadth) of the shape are different. They are also discovering that shapes
that look different can have the same area.

Squares on grid paper

Shade one square on the grid. This is the smallest possible square
using whole grid squares.

Now shade the next 3 sizes of squares.

Write how many squares you cover each time.

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 Grade 3: Space and shape (geometry)

4
9 16
25

Learners can go on to map out even bigger squares on another sheet of grid paper.
In a follow-up patterns activity learners can look for number patterns to help them
work out how many more squares they need to shade for each successive square.
• If they count rows they will see that the rows increase by 1 each time.
• If they count how many squares to add on each time, they find that they must
add 3, then 5, then 7 etc.
Building 2-D shapes with geostrips
You will need geostrips and split pins.
• Learners can build any kind of polygon using geostrips and split pins. Geostrips
come in different lengths so they can use them to build shapes with edges that
have both equal and unequal lengths. Ask learners to build shapes of different
sizes, starting with triangles, rectangles and squares. They can then try other
shapes like pentagons and hexagons.

In the next one, we made

We made two four short sides and two
I used three strips of I used one long strip hexagons. In the first longer sides.
the same length to build this and two short ones to build one we used 6 strips of
triangle. The lengths of the this triangle. The lines from one the same length.
sides are the same and so are corner go straight up
the corners. and straight across.

The other two

are pointier.

Investigating 3-D objects

I counted 8
Games with 3-D objects corners
Pass a shape
• Use the activity to consolidate learners’ understanding of the
properties of 3-D objects that they learned about in
previous grades. They can work in small groups. I counted
12 edges.
Give each group one 3-D object, for example a
cylinder, a prism, a sphere or a hemisphere to
investigate. They should pass the object around
the group. As they do so, each learner must say There are 6
square faces
something new about the object.

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 Grade 3: Space and shape (geometry) Collect and let learners
collect examples of the
• Once they’ve described the object, hand them another object to describe various objects. Also let
in the same way. End the activity with a whole class discussion where learners construct them
learners give feedback and take turns to describe the properties of the using the nets on p351 to
different objects they explored, giving as much detail as possible. p355.

Memory Game
• Play a memory game to further consolidate learners’
understanding of the similarities and differences between
different 3-D objects. On a board or tray, arrange
examples of 3-D objects in two or three rows. Include
examples of a cube, a cuboid (rectangular prism), a
triangular prism, a cylinder and a sphere.
• Hold up one of the objects and ask learners to say as much as they can
about it. They can simply name the object and call it a cylinder, but they
should also describe the properties of a cylinder.
I know it’s a
• Now explain that they are going to play a memory cylinder because it
game with more 3-D objects. Walk around the class only has one curved
edge and two circles at
with the objects arranged on the tray. Ask learners to try either end.
to remember the kinds of objects on the tray and their
position on the tray. Make sure that all learners have the chance to look
closely at the arrangement.
• Go back to your desk and cover the tray with a cloth. Remove one object,
without letting learners seeing which it is. Take off the cloth. Walk around
the class once more with the tray. Learners must work out what the
missing object is. They must not shout out but should write down what
they think it is.
• Let some learners tell the rest of the class as much as they can about the
missing shape. For example, if it was curved or straight, whether it could
roll or slide, the, shape and number of faces it had, which faces were the
same and if they can, name it correctly.
• Once they’ve done this, produce the object and place it back in the same
position on the tray. Play the game until learners have had a chance to
identify, describe and name each of the shapes on the tray.
• If you have a large class, you can play the game in turns with groups of We made two groups,
learners instead. one with objects that
stack and another with
objects that roll.
Free sorting
Work in groups. Give each table a collection of
the same, familiar 3-D objects to sort, using their
own criteria. At this stage, do not include cones or
pyramids.

Sorting according to given criteria We made the same

groups but we said that the one
• Give each group of learners a set of blocks or 3-D group has objects with round
objects or models to sort, according to criteria you give or curved faces and the other
has objects that have square or
them. For example: rectangular faces.
– Sort the objects according to the number of faces
they have.
– Now re-sort them, according to the shape of their
faces.
– Count how many edges each object has and re-sort
the objects according to how many edges they have.

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 Grade 3: Space and shape (geometry)
• Make time for learners to talk about their groups of objects and to think
about how objects in the same group are both similar and different.
Prisms In Mathematics boxes that have two end ‘faces’,
or bases, that are the same shape are called
prisms. These two identical shapes must be
joined by shapes that have straight edges. I’ve
got a group of shapes here on my table. Some
are prisms and some are not.

I’m going to give you turns to come

up to the front and choose a block
from this group of objects that you
The one has triangles think is a prism. You must tell the
at the end and the other has squares at rest of the class why you think so!
the end, but I think they’re the same kind
of objects, because in both blocks the
sides are rectangles!

Yes and their end

faces are the same!
I think we call them
prisms.

Counting the corners and faces of different prisms

Make up a worksheet with different prisms. Learners should count how many
faces each figure has, what shapes these are and count the number of edges
and corners. Let learners, who cannot yet visualise the numbers of edges and
faces from the drawings, use concrete objects to check their ideas.

Shape 1 Shape 2 Shape 3 Shape 4 Shape 5 Shape 6

Number of
faces
Shape(s) of
faces
Number of
edges
Number of
corners

Tracing faces
Let learners trace around the faces of different 3-D objects
to make ‘footprints’ of the different faces. They can also dip
the objects into paint to do this. Before they start, they
should predict what they think the shape of each
footprint will be.

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 Grade 3: Space and shape (geometry)
Introducing cones
• Collect different cone-shaped objects and make models of cones using the
net in the Resource Section (See Resources, p353). Give each group two
or three examples for them to study. They should think about: A cone
is a 3-D
– how many faces and edges there are; object with a
flat circular base
– whether there are corners or not; and a pointed top,
– how the different examples are both the same and different. called an apex. Its sides
are curved.
• Make time for a class discussion for learners to share their findings.
Help them to come up with a definition of a cone.

Creating cones
• Give each learner a page of A4 paper. Show them how to
fold and tear or cut the page to form a square.

• Now show them how we can fold a square into a cone-

like shape. Let them do the same. Next talk about how
this form, is ‘cone-like’ in shape, but it is not a true cone,
because the bottom edge does not form one curved,
circular edge.

• Explain how a better way to make a perfectly formed cone is to start with
a circle. Give each learner a copy of the net for the cone that you will find
in the Resource Section (See Resources) and a pair of scissors. Show them
how to start by cutting out the circle outline and then cutting along the
fold line to make the cone.

• Once they’ve done this they can add a face to close the cone, by tracing a
circle around the bottom edge of the cone on another piece of paper and
then glueing it carefully along the bottom edge of the cone.
Nets - Cone

• Give learners different sized circular templates that they can use to trace
circles to make more cones of different sizes. They can also work out ways
to make the cones pointier or flatter, by changing the length of the cutting
line, or by changing the overlap when you fold the cone.

• Talk about where we find cones in everyday objects.

For example, ice cream cones, tops, cartons for
holding food in, party or clown hats.
cone © COUNT 2000

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 Grade 3: Space and shape (geometry)
Rolling objects
• Revise the differences between objects that slide and objects that roll. Use a
cube and a ball or similar spherical-shaped objects. By now learners should
all be able to explain that objects like cubes with straight sides, edges and
corners can only slide, whereas a ball with a curved face can roll freely.

• Give learners the chance to investigate how different curved objects roll.
Give each group a collection of ‘rounded’ objects, including spheres,
cylinders, cones and egg-like shapes and ask them to investigate and
compare their different rolling actions. They should discover that they can
make:
– a sphere roll in any direction;
– a cylinder roll in a straight line;
– a cone roll in a circular path;
– a shape like an egg roll in a ‘wobbly’ sort of way.

Drawing and ‘shaping’ rolling forms

Once again give learners the chance to practise drawing these objects. They
need not be 100% accurate representations, but should show some signs that
they can distinguish their shape and also that they can find a way to show the
third dimension. They may do this by shading the drawings or by adding in lines
to show that the objects have depth as compared to flat shapes that have only
length and breadth.

Joining objects
Give each pair or group of learners the following pairs of objects of the same
size:
– two cubes
– two cuboids
– two cylinders
– two cones

They should investigate what shape they get when they try to join the pairs
together along one of their faces and discover that:
– two cubes joined together do not make a cube since all the faces of the
new shape are no longer squares;
– two identical cuboids fit together to make another cuboid;

– two identical cylinders – two cones fit together to make

fit together to make a composite shape which is
another cylinder; not a cone.

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 Grade 3: Space and shape (geometry)
Modelling and drawing of 3-D objects
• Give learners some plasticine, play dough or any other type of modelling
clay to build models of all the different solids that they have learned about
so far. By physically moulding a rectangular prism or a cube or a cone,
by patting a ball of clay into shape, they will come to see the differences
between them far better than if they only look at pictures or ready-made
models of the objects.

• To mould cones into shape, they can start off with a cylindrical shape and
then roll it into a point between the outer edges of their hands.

• Follow up by giving learners more practice drawing these objects. The

more practice they get drawing these objects, while at the same time
feeling them, and viewing them from different positions, the greater
likeness there will be between their drawings and the objects themselves.
This process is far more useful than giving them ‘ready-made tricks’ on
how to draw cubes.

Cross-sections
• Working with modelling clay or plasticine, learners can also start to do
informal investigations into cross-sections of different objects, by seeing
what happens when they cut through them at different points along their
length or breadth. This will help them find out more about the similarities
and differences between different groups and sub-groups of 3-D objects.
Encourage them to first predict what will happen before they cut through
the object and then check to see if their predictions were correct.

Cutting through prisms

• In Grade 2 learners found out that the two end faces of regular shaped
boxes (prisms) are always polygons (closed shapes with straight sides) of
the same shape and size, and that their side faces are rectangles, (which
could include squares).
• When learners cut through any prism, at any level, they will find that they
get the same cross-section all the way along its length or breadth. This is a
further defining property, or characteristic, of a prism.
• If they cut through the middle of this triangular prism, either
long ways or across, they will be left with two equal prisms
with flat rectangular faces of the same size.
• If they cut through at a point that is not the middle, they will
still be left with two prisms, although these will be different
in sizes.

Cutting through cylinders

Learners will discover the same about cylinders.
When cut at any point along their length (or breadth),
a cylinder has the same shaped cross-section.

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 Grade 3: Space and shape (geometry)
Cutting through cones
In the case of a cone, a horizontal cut will produce two
unequal parts. The upper section will remain a cone, but
the lower section will look like a flattened cylinder with
a widened base. Both parts will have circular end faces.
Cubes and cuboids
(square and rectangular prisms)
A cube is a 3-D prism with six square faces. A cuboid is a rectangular prism
with six faces.

• Collect some examples of cubes and cuboids for each group of learners.
These could be blocks or cartons.
• Make sure each group has one of each kind – cubes with square faces,
cuboids with square and rectangular faces and cuboids with only rectangular
faces.
Cuboid
Cuboid
C Two end faces are
Cube with six All six faces
squares. The rest
square faces are rectangles.
are rectangles.

• Learners must examine each box closely and then sort them, according to the
three categories above. They should then explain what is the same and what
is different about the groups.
• Let learners try to draw the three types of objects to help develop their visual
representation skills. Remember accuracy is not important here, but rather
that learners begin to find their own ways to show a third dimension in their
drawings. They also need to show differences between prisms according to
the shapes of their faces.
Building bigger prisms with small cubes
Give each learner or pair of learners four small cubes. They must join them in
different ways to see what new shapes they get. The faces must join along one
side.
These are the possible arrangements they can make:

• Some learners may think

they have made more cubes,
because they started with cubed blocks. Remind them that for a prism to be
a cube, all of its six faces must be square. So the only possible models they
can make from four single cubes joined together, with faces touching, are
rectangular prisms (or cuboids). In two of the possible designs, two of the
four faces will be squares.
• Using more cubes, challenge learners to now work out how many small
cubes they will need to make the series of next
biggest sized cubes. They should discover that the
next biggest cube has to be 2 x 2 x 2 and will use 8
small cubes. Thereafter the next possible cube will
be 3 x 3 x 3 and will need 27 small cubes.

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 Grade 3: Space and shape (geometry)
• Let them then make rectangular cuboids using the same
number of blocks they used for the cubes. Compare these
with the cubes they made to see that, although they are
different in form, they use the same number of blocks.

Introducing the pyramid

By Grade 3 learners need to know about pyramids as well as prisms. Triangular prism
At first glance, learners may confuse triangular prisms and pyramids because
both kinds of object have pointy ends and triangular faces. But on closer
examination, they will come to see that unlike prisms, pyramids have only
one base. The base may be any polygon (straight-edged shape) such as a
square, a rectangle, a triangle, a pentagon, a hexagon. The side faces of
pyramids are triangles and they all meet at a single point. The number of Pyramid
sides of the base shape determines how many triangular side faces the
pyramid has.
Comparing prisms and pyramids
 opy the nets from the Resource Section (See Resources, p351 and p352)
C
to make models of both a triangular prism and a triangular pyramid for each
group of learners. The groups should discuss and compare them. Once
they’ve done this, make time for a whole class discussion to review their
findings.
It’s got 5 faces And look! The
So tell me about altogether, and the end bottom is also a rectangle,
this figure. faces are triangles. the same shape and size of
the side faces.

So do you agree then that we can call it

It is made up a triangular prism then, because both end
from both triangles faces, or bases, are the same, in this case
and rectangles triangles, and the other three faces, are
rectangles of the same size!

So what can you

tell me about this It is only made
figure then? from triangles; 1, 2, And they are all See how they
3, 4 of them. the same size meet at the top to
and shape. make one point.
Good! So now you know the differences
between these two objects and that the first
one we call a prism. We call an object that
has only triangular side faces a pyramid. This
pyramid has a triangular base or bottom so
we call it a triangular pyramid.

Other kinds of pyramids

• Once learners have got this far, you can introduce them to other examples
of pyramids with different shaped bases and more triangular faces. Make
models of these from nets you will find in the Resource Section.
Start with a square-based pyramid. Learners should discover that it has
four triangular faces and that the base of the pyramid is a square. Help
them to see that in any pyramid there is a relationship between the
numbers of edges and the number of triangular faces that the base has.
• Show learners pictures of the Egyptian pyramids or Mayan pyramids as
examples of how ancient civilizations built pyramids, usually as tombs for
the dead.

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 Grade 3: Space and shape (geometry)
• Next introduce a rectangular pyramid that has two smaller triangles on
the end and two bigger triangles on the sides (See Resources, p387). Help
learners to see a correspondence between the shape of the base which
is a rectangle and the size of the opposite pairs of triangular faces. The
aerial, or bird’s eye view
triangles that join the shorter edge of the rectangle will be shorter at the
base than the ones that join the longer edge of the rectangle.
• Next introduce models of square, pentagonal and hexagonal pyramids
(See Resources, p354, p388 and p389). Ask learners to look at the base net
shape and count how many edges it has and then see if the pyramid has a
corresponding number of triangles.
This will help them to generalise a rule for pyramids - that for any
pyramid, the number of triangular faces it has depends on the number of 4 triangles
edges or sides that the base shape has.
aerial base

net net

aerial base with 5 triangles

5 sides
Sorting 3-D objects
Now that learners have worked with prisms, cones, cylinders and pyramids,
you can give them another sorting activity to help consolidate their
understanding of the differences and likenesses between all of these figures.
Give each group a wide selection of objects to sort. Use models made from
the nets provided in the Resource Section as well as blocks, and objects like
boxes, tins, dice, cones, party hats and balls.

Tell learners that they must sort the objects into groups according to their
mathematical properties, write labels to name each group and then explain
to the rest of the class how they decided on their groups.
To help them, prepare a set of flashcards with the names of the different kinds
of objects. Put these on the board for learners to refer to and copy when
making their labels.
As learners work, walk around the class and talk to the different groups. Ask
them questions about how they sorted the objects and which attributes, (like
colour or size or shape of faces) were not important when they did their
sorting. We know they are because
So in this group you have 3 square end they have rectangles on
objects you call prisms, but the side faces. And also the
they all have different kinds faces two end faces are always
of shapes for their faces. the same. In this one they
Some are bigger than others. are squares and in this one
Are you sure they are all they are hexagons. It does
prisms? How do you know? not really matter how big
or small they are either!

hexagon triangle end

end faces faces page 287
 Grade 3: Space and shape (geometry)
Guess which object
Working with the same collection of objects. Play this game. Put a collection
of 3-D objects on your table. Choose one without telling the learners which it
is and describe it in as much detail as possible. They must all listen carefully
and then decide which object you are talking about. Invite a learner who
thinks he or she knows, to come up to the table and hold up the object they
think it is. If correct, that learner then gets a turn to choose an object to
describe to the rest of the class. The game continues in this way with learners
taking turns to describe and name the different objects.

Interpreting drawings of prisms and cylinders

Make up a worksheet that has pictures of different kinds of prisms and
pyramids. Learners work in pairs or small groups. They take turns to
choose one of the figures to describe to their partners. They in turn must
guess which one it is.

Investigating nets

• Collect some cartons and boxes of different shapes and sizes. Give each
pair of learners one box to work with. They should spend time looking at
it from all sides, talk about the shapes of the faces, how many there are,
which are the same, which are different and what the box would look
like if they were to cut it open and spread it out flat. How will the faces fit
together? Which faces will join? In what positions will the different faces
be?
• They should then draw a sketch of what they imagine it to look like, open
up the box and flatten it out to form a net and compare the design of the
actual net with their sketches of the nets. Let them also trace around the
net and compare their tracing with their original sketch. They can then put
the box together again by folding along the edges and fold lines.
Tracing nets
• Explain that a net is the name that we give to a 2-D flat design that we can
fold into a 3-D shape. It is like a jacket for a 3-D object, like a cover for a
book or a wrapping for a parcel.
• Use the net for a cube in the Resource Section (See Resources, p355) to
demonstrate how we can fold it into a cube to cover another cube of the
same size. Talk about examples of when it is useful to have nets of objects
handy. For example, when you want to transport big boxes for packing
your household goods, or at a cake or food shop where the nets are kept
flat until the cakes are bought and packaged. Sometime when you buy
party hats, they come in a flat packet. You then have to fold them or ‘pop’
them out as you wear them. So nets take up less space than the objects
they fold into!
• Let learners work in small groups. Give each group a model of a cube, a
rectangular prism, a triangular prism, and a square-based pyramid. You
can find nets for these in the Resource Section (See Resources).

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 Grade 3: Space and shape (geometry)
• In pairs, one learner holds the object on a page, while the other traces
around its faces. Faces must be joined to make a net. After tracing around
all the faces, they check to see if they have drawn all the faces and if
they’re joined to one another in the correct way. Give them time to re-
draw these if they need to.
• They then take another object and trace around it using a different
coloured pencil.
• Once they have traced around all of the objects in the same way, ask
learners to think about the following;
– Does each net have the same number of faces as the object it matches?
– Which nets are easier to trace than others? Why?
– Are the nets drawn correctly? Do they fold up to make the same shape
as the object? Learners can cut out the nets to check if they do.
• Learners can see if they can make covers for the models that they traced
around.

Match each net with the 3-D object it folds

Matching nets
into. Write the name for each object.
Once learners have had
practice working with nets in
this way, prepare a worksheet
for them where they link
pictures of different nets with
the object they fold into. They
must also write the name of
each object. Have flashcards
with these names on the board
for them to refer to.
You can make copies of the
worksheet on p377.

Draw the net for each of

these 3-D figures.

Without looking back at the previous activity, give learners this

follow-up worksheet. They must draw matching nets for each 3‑D
object. This builds on the previous investigations. With practice,
they will start to draw these nets with greater accuracy and
detail. But once again, do not insist on perfection! Rather focus
on whether learners can draw the right shaped faces, and if they
know how these fit together to fold into the object.

Drawing nets for cubes and cuboids

• Give each learner a sheet of 2 cm x 2 cm square grid paper. They are now
going to explore how to draw nets for cubes and cuboids on grid paper.
They will need to count how many blocks they need for each drawing and
think about how to fit the drawings onto the sheet of grid paper. They can
start with cubes and cuboids that have an open top. Later they can work
on cubes with closed tops and add faces to their basic designs.

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 Grade 3: Space and shape (geometry)

Net for an open cube Net for an open cuboid with Net for an open cuboid with
square ends rectangular end faces

• Make time for learners to share and discuss their designs and to then re-
draw these if they are not correct. There is more than one way to do these,
but these are the most simple and most likely examples.

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 Grade 3: Space and shape (geometry)
Pentominoes

A pentomino is a flat shape made up of 5 square blocks joined together, edge to edge. At least
one edge of a block must join with the edge of another block.

• Show learners examples of a few different arrangements of pentominoes,

drawn on 2 cm x 2 cm grid paper.

• Give them enough time to look closely at each design. Next ask them
to predict which of them will fold into open cubes and which won’t. Let
them then cut out the designs and test their predictions.
Building houses
• Use the nets in the Resource Section (See Resources) to make
models of these houses. If you can find pictures or photographs
of houses like these, use them to make a classroom poster so
learners can see real examples of both traditional and modern
forms of housing.
• Discuss the designs of each model house together. See if learners can
name the different 3-D objects that make up the roofs and the walls.
• Now ask them to think about what the design for the net for each part of
the different houses will look like.
Start with one model at a time. Let learners walk around the model
so that they can get a close-up look of the different views of the
house.
Invite a volunteer to come up to the board and draw a rough sketch
of how the net would look. The rest of the class can give feedback.
If the drawing is incorrect, and the learner does not know how to fix it, let
her ask for help from other learners. Repeat this process for all the nets.
• Have enough copies of each of the nets for learners to work with in their
groups. Explain to the class that you want each group to I think the cone net
make at least two examples of each model house. When they goes with the cylinder This looks like
have done this, they are going to build a model net as they both have the roof for the
rounded edges. rectangular house.
village by arranging the models on a large sheet of
cardboard.
To begin, they should first sort the nets and find
which ones go together for the roof and the base
sections.
• Before folding the nets, they can colour in the
parts and make wall patterns or tiling or thatching
patterns on the roofs.

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 Grade 3: Space and shape (geometry)
They can then cut the nets out and fold them to see how
the parts fit together. They can mark spaces for the doors
and windows and cut them out, before glueing the nets
together.
• When they have made all the models, give out a large
sheet of cardboard to each group. Together the group
should discuss how they want to arrange their houses on
the cardboard sheet to create a model village. They must
create paths and roads in between the houses and give
their village a name.

Hold a whole class discussion. Ask each group to elect two members to
come to the front and talk about their village. They must describe each
model and the shapes that make up the roofs and the walls in detail and
talk briefly about the layout of the village. Once each group has given their
presentations, clear space to display the models around the classroom.
Learners will work with the models once more when they come to do maps.

Constructing 2-D Shapes

Cut and fold
Give learners three to four paper templates of each of the shapes below.
Note: You can do the same activity using small plastic or cardboard shapes.
Learners must re-construct the template shapes by covering them with
smaller shapes.

Fold and cut the hexagon Fold and cut the Fold and cut the Fold and cut the Fold and cut the
to make squares to make diamond in two pentagon to make rectangle to make
3 diamonds (rhombuses), 2 rectangles, different ways to 5 triangles. 2 rectangles,
6 triangles, 2 triangles, make 2 triangles. 4 rectangles,
2 four-sided shapes, 4 triangles, 2 squares,
1 rectangle and 4 squares and 2 triangles and
2 triangles. 16 squares. 4 triangles.

Tangrams
A Tangram is a Chinese shape puzzle. There are many versions. This one consists of seven pieces:
• a small square • two small triangles
• two large triangles • a medium-size triangle
• a parallelogram

Making shapes from other shapes

• Make a copy of the Tangram in the Resource Section (p374) for each
learner. Let them cut out the shapes. Before they do this, ask them to first
look at the different shapes to see how they fit together to form the outer
square. Ask questions like:
– Which shapes are triangles?
– Is shape 5 a rectangle? Why do you say so?
– Is shape 1 a rectangle? Why do you say so?
– How could you turn shape 5 into 2 triangles?

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 Grade 3: Space and shape (geometry)
• They can then cut the shapes out carefully. Give them time to freely
explore the shape pieces, find ways to fit them together to build new shapes
and create patterns of their own.
• Once they have done this for some time, give them more guided
instructions and questions to help consolidate what they have already
learnt about some of the properties of triangles, rectangles and squares. For
example:
– Use shapes 2 and 6 to make a square the same size as shape 5.
How do you know that you made a square?
– Use shapes 2 and 6 to make a triangle the same size as shape 7.
How do you know you made a triangle?
– Use shapes 2, 6 and 7 to make a square. How do you know the
shape is a square?
– Use shapes 2, 5 and 6 to make a rectangle. How do you know
it’s a rectangle?
– Use shapes 2, 6 and 7 to make a triangle the same size as
shape 3. Is there only one way?
– Now use shapes 1, 2 and 6 to make a rectangle. Is there more than one
way?
Tangram pictures
Version 1
Use cut-outs of the Tangram pieces to make a variety of Tangram pictures like
this. Make two copies for each picture, one without the lines drawn in and the
other with the lines shown.. The cards with the lines drawn in are the solution
cards.
Each learner or pair of learners gets a card of a picture with no lines. They must
try to copy the picture using all 7 Tangram pieces. Give them enough time to
try and work these out on their own. There may be more than one solution. If
learners get stuck they can help one another. If nobody in the group can find
the solution, give out the corresponding solution card and let them build the
picture, first on top of the card, then next to it and finally from memory.
Version 2
Give one child in each pair the card with the lines drawn in and ask them
to give step by step instructions to their partners without showing them the Solution
picture. The partner must try to make up the picture. They then swap roles and
the other learner gets a chance to describe a picture for their partner to make.
Mind-bending shapes
Learners need to have short sticks of the same length or used matchsticks.
• Give learners a copy of this design or draw it on the board, showing them
how it can be made from matchsticks. Ask them to:
– Build the figure using their sticks.
– Say how many triangles they can count.
– Take away 6 matchsticks so they have only 1 triangle left.
– Build the figure again. Take 2 matchsticks away so they are left with 3
triangles.
• You can then challenge them further with this example:
– Use matchsticks to build this triangular design.
– How many matchsticks do you use?
– How many triangles have you got?
– Take away 7 matchsticks so you are left with 3 triangles.

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 Grade 3: Space and shape (geometry)
– Take away 9 matchsticks so you are left with 3 triangles.
– Take away 11 matchsticks so you are left with 3 triangles.

Building polyhedra
A polyhedron is a 3-D shape with many faces. If each face is exactly the same we call them
regular polyhedra. There are only five regular polyhedra which are also known as Platonic Solids.

Learners can begin by making the first 2 polyhedra with toothpicks and
prestik. They will notice that the cube is wobbly while the tetrahedron
is more rigid and does not change shape when they lift it. Use this as an
opportunity to talk about why we use triangles as design features in buildings.
For example, in the trusses for roofs.

hexahedron/ cube tetrahedron octahedron

6 faces 4 faces 8 faces

Building polyhedra with straws and string

In order to guide your learners on how to make these models, it is important
that you learn how to make them yourselves. Read through the instructions
for each example. Make one copy of each model for each group of learners.
When you are sure how to make them, and can give your learners the same
step by step instructions, plan to make the models together in class.
Give out straws, string and scissors to each group of
learners. Two learners can work together to make one
model.

Note:
There is a wonderful trick for getting the string through the straw. All you have to do is put one
end into the straw, then hold the other end of the string, allowing enough string to go through the
straw, and then suck.

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 Grade 3: Space and shape (geometry)
Building a tetrahedron
Step1
Take 3 straws and feed the string through all of them. Form them into a
triangle and tie the ends of the string in a tight knot. Be sure to make the
joints tight, but not tight enough to bend the straws. Do not cut off the extra
string yet.
Step 2
Cut a piece of string long enough for two straws and a knot at each end. Tie
it to one of the vertexes of the completed triangle. Feed two straws over this
thread and tie a nice snug knot at the other vertex. You should now have a
diamond shape with one (and only one) straw across the middle.
Step 3
Now tie a string to one of the points of the diamond where only two straws
meet, thread a straw onto it, and tie a snug knot at the opposite point of the
diamond. You can now trim off all the excess string, but don’t cut it so short
that the knot comes undone. Your finished shape should look like this and is
a tetrahedron (a pyramid made with 4 equilateral triangles).

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 Grade 3: Space and shape (geometry)
Skills and knowledge
The learner:
■■ Determines lines of symmetry in two-dimensional shapes using paper folding and reflection.

Suggested activities
Before you begin, read through the symmetry activities suggested for previous
grades. Repeat any activities that you think your learners will benefit from.
Collecting symmetrical objects
This should be an ongoing activity where learners look for objects and
pictures around them that have different kinds of symmetry. These can be
natural objects, found objects or drawings of symmetrical objects. Hold
class discussions where learners take turns describing their collections and
pointing out where the lines (axes) of symmetry are.
Symmetry in African artefacts
Collect examples of African artefacts or pictures of such artefacts. Use them
to introduce discussion about the symmetry often found in African designs.
Ask learners to say in which way the objects are symmetrical and to indicate
where the ‘imaginary’ line divides the object in two or more symmetrical
parts. You can make copies of the
Show examples like these: worksheet on page 370.

More about symmetry in 3-D objects

Use 3-D blocks, cardboard models or other 3-D objects for learners to
Learners should
identify lines of symmetry. Show lines of symmetry across a rectangular
understand that two
prism, a triangular prism and a cylinder. If you have a set of blocks of
symmetrical halves are
different and proportional sizes, have learners use two or more smaller
fractions of the whole.
blocks to build a larger block made of two or four smaller blocks and to
identify where the line(s) of symmetry are.

For example:

Cross-section symmetry
In a previous activity, learners made models of 3-D figures and
then cut them through the middle, down the middle or diagonally,
to investigate what shapes they got each time. This same activity
can be used to help learners identify which of the objects have
vertical, horizontal or diagonal symmetry and which of the objects
have no symmetry.

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 Grade 3: Space and shape (geometry)
Draw the other half
Design practice worksheets with half-drawn pictures.
Learners must complete the other half of the
picture along different symmetry lines.

They can do this by holding a mirror along the symmetry

line to see what the reflection looks like first.

Repeat the same kind of activity but this time show the half-drawn
picture on grid paper. Learners must then follow the shape and
the grid lines to draw the rest of the drawing.

Folding and cutting This drawing shows half of a

Build on previous suggestions for paper folding activities. shape. Draw the other half.
First let learners experiment by folding pieces of paper in half
once or twice, cutting out simple designs and then unfolding their
paper and examining their designs. Let them use small mirrors to check for
symmetry along their fold lines (or lines of symmetry).
At a later stage you can fold pieces
of paper in different directions, cut
out simple designs and ask your
learners to visualise and draw what
they think the unfolded paper will
look like.

Symmetrical block patterns

Make worksheets on grid paper with a shape like this. Ask learners to
find as many different ways as they can to extend the shape to make
it symmetrical.
They can do this by placing a small mirror along the shape and
looking for all the possible reflections.
They then copy the original shape in the grid a few times, and draw
the halves they saw reflected by the mirror.
Learners could do the same activity using small unit cube blocks.

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 Grade 3: Space and shape (geometry)
Symmetrical letters and words Look at the lette
rs.
Have learners analyse the lines of symmetry in
the capital letters of our alphabet. Let them use ABCGKMQ
mirrors to check for the lines of symmetry. Some of the lette
XOHN
rs have
no lines of sym
They can then work through all the other letters some have one metry (fold lines
line of symmetry ),
of the alphabet and identify which of them are symmetry and , so m e have two lines
one of the lette of
symmetrical and identify in which direction the symmetry. rs has more than
2 lines of
symmetry falls. Write the letters
in the correct co
Follow this up by challenging them to predict lumn in this tabl
e:
what the folded shape will look like. 0 lines of 1 line of 2 lines of more than
symmetry symmetry symmetry 2 lines of
symmetry

We fold this shape down the

middle on the foldline.
What will the folded shape
look like?
Tick (4) the correct shape.

Symmetrical words
• Words like these are symmetrical.

• Ask learners to use what they learned in the previous investigation to find
more words that are symmetrical - in both English and in other languages
that they know.
Creating symmetrical shape patterns Design A
• Give pattern blocks or geometric cardboard cut-
outs to each group. They must use these to create
symmetrical patterns.
• Talk about the differences in the symmetry of
designs. Design A has the symmetry line down
the middle of the hexagon, as there is an Design B
odd number of shapes. Design B uses an
even number of shapes, which means
that the symmetry line lies between the
repeating patterns of the shapes on either
side.

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 Grade 3: Space and shape (geometry)
Folding shapes
Make enough cut-outs of squares, circles, triangles and rectangles for each
learner.
• Ask them to fold the shapes in different ways and to find out which fold
lines produce two symmetrical halves and which don’t.
• Use the square as an example to show learners how some shapes can be
folded in four different ways to produce two symmetrical parts.

• An equilateral triangle can only fold symmetrically along

the vertical or diagonal lines (from left to right and right
to left). When folded along the horizontal, you get a small
triangle and a trapezium.

Worksheets
After doing practical activities, prepare worksheets like these to help
consolidate what has been learnt so far.

Draw dotted lines to show where the lines of symmetry are on these shapes.

3 4
1 2
5

8 9 10
6 7

Which of these dotted lines divide these shapes into two symmetrical halves?

1 3 4
2
5
8

10 11
6 9
7

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 Grade 3: Space and shape (geometry)
Drawing symmetrical shapes on a grid
Give examples where learners must draw the other half of a
2-D shape on a grid, but in an unusual orientation.

Review
From these investigations, learners will see that 2-D shapes can
have vertical, horizontal or diagonal symmetry or no symmetry
at all.

• Some shapes have all three kinds of

symmetry, like this square.

• Some shapes have two kinds of

symmetry, like this rectangle.

• Some shapes have only one line of

symmetry like this kite.

• Irregular 2-D shapes like these are asymmetrical.

Generalising rules
• By now some learners may have noticed a link between the number of
lines of symmetry a 2-D shape has, and the number of equal sides it has.
Or, in the case of a shape like a star, there is a relationship between the
number of points and the number of lines of symmetry.
• Help learners to investigate these relationships further. Make a worksheet
with a familiar set of regular polygons (closed shapes with straight edges
of equal length). Ask them to
look at each one closely and
to draw in all the possible
lines of symmetry.
• Then ask learners if they can
describe a rule or a pattern rectangle triangle square hexagon
for the number of symmetry
lines for the different shapes.

• Learners should see a relationship between

the number of lines of symmetry of a given
shape and its corresponding number of equal
sides. Give them more examples of regular
polygons to test this out. Make each group pentagon octagon decagon
of learners some large-sized copies of these
polygons. Tell them in this case, the edges (sides) of each shape are equal
in length. They can use their rulers to check.

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 Grade 3: Space and shape (geometry)
• Ask learners to predict how many lines of
symmetry each shape will have and to explain
how they know. Once they have discussed this,
give out copies of the same shape with all the
lines of symmetry drawn in for them to check
their predictions. pentagon octagon decagon
You can use copies of the
worksheet on page 372

Symmetry in flags
Learners will enjoy looking for different line South Africa Botswana Niger
symmetry in different African flag designs. (horizontal) (vertical and horizontal) (vertical and horizontal)

As a follow-up activity learners can design

their own rectangular flags, that show
Sudan Tanzania Senegal
examples of different kinds of symmetry. (horizontal) no symmetry (vertical – through the
middle of the star)

Skills and knowledge

The learner:
■■ Recognises and describes three-dimensional objects from different positions.
■■ Reads, interprets and draws informal maps of the school environment or of an arrangement of
three-dimensional objects and locates objects on the map.
■■ Describes positional relationships (alone and /or as a member of a group or team) between three-
dimensional objects or self and a peer.

Suggested activities
Read through activities linked to position in space in the Grade 2 work. Repeat any that you
think learners still need to do to build their understanding of positions and views. Map work is an
added area of study for Grade 3, but some groundwork may have been done in Grade 2.

Writing positional words

Prepare worksheets with pictures and simple sentences for learners to
complete by choosing the correct positional word.
Examples:

The clock is (above) the table. The cat is (under) the table. The bowl is (between) the cat and the table.

The activity can first be done in learners’ home language if this differs from
your language of instruction.

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 Grade 3: Space and shape (geometry)
Who stands where?
• Design activity cards with objects and people in different positions Yusuf

and ask learners to describe them. Ask questions that focus on both
position words and ordinals. For example: Pam Rina
- Who is second last in the queue? Gideon
Busi
- Who is two from the front?
- Who is in the middle?
- Who is two before Pam?
• Make up examples of word problems or describe a scene like this to your
learners:
- Four children stand in a row.
Yusuf
- Pumla stands between Yusuf and Abel.
- Mark stands at the back.
- Mark stands next to Abel.
- Write the names of the children in order from the front to the back Mark
Pumla
of the row. Abel
• If they can do these, add more children. For example:
- Eight children stand in a row.
- Debbie is last in the row.
- Mara is two in front of Debbie.
- Neo is two in front of Mara.
- David stands between Mara and Neo.
- Abel is between Yusuf and Gilda.
- Tshepo stands behind Mara.
- Yusuf is in the front.
- Write the names of the children in order from the front to the back of
the row.
Moving arrows
Read the activities suggested for Grade 2 for arrow charts to develop learners’
understanding of clockwise and anti-clockwise movements and half and
quarter turns. Introduce three-quarter turns as well.

Let learners do the activity practically using body movements. Then they can
fill in worksheets or work cards that you have prepared like these:

Move the arrow a Move the arrow a Make a three-quarter Make a three-quarter
quarter turn in a quarter turn in an anti- turn in a clockwise turn in an anti-
clockwise direction. clockwise direction. direction. clockwise direction.
Show where you land. Show where you land. Show where you land. Show where you land.
From where I sit
Give each learner a piece of paper and explain that it represents the floor
plan of the classroom. They must make a cross on the page to show where
they sit in the classroom. They then mark or draw arrows to point in the
direction of where their friends sit, or where the teacher stands, or where her
table is, or where other landmarks like the board or the door are. They can
label and name these positions.

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 Grade 3: Space and shape (geometry)
Mapping the classroom
Organise learners to work in groups to make a map of the classroom with small
3-D objects, like playing blocks, or with their rulers, sharpeners or rubbers.
Discuss which landmarks in the room are important to include in the map
and which are not.
The whole map should cover a space more or less the size
of an A3 sheet, like the top of a school desk.
Give some guidance to help learners choose
the correct-sized objects to show different
things. For example use a rectangular block for
a table and a smaller cubed block for the chair
to show their relative sizes. Encourage learners
to also think about how close or far from each
other the objects are and to show this on their
maps. This informally introduces them to the
concept of scale.
• Give each learner a sheet of A3 paper. Tell
them that this represents the floor size of the
classroom. This time they are going to draw
a flat floor plan of the classroom, by tracing
around the base of the 3-D objects they used
in the first map.
• On another sheet of paper, they trace
around each object. They cut the shapes out
and paste each one on their A3 sheet, in
the place that corresponds to the position of
their original 3-D objects.
• Talk about how , on their plans, each shape
marks the position and outline of the objects
they used to show the location of important
items in the classroom.
• Introduce the expression ‘bird’s eye view’ by explaining that if, like a bird,
they were flying high above the classroom and looked down, they would see
this flat version of the map, with only the outlines of the objects visible.

As an expanded opportunity, learners can re-plot their classroom maps on a

sheet of grid paper like this, for example:

Chair Board Door

Teacher’s
desk Mat

My
Reading corner

desk
Maths corner

My friend
Neo’s desk

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 Grade 3: Space and shape (geometry)
Describe your route
I turn left
• Tell learners about the journey you take to get to school. as I go out my gate and then
Describe some of the things you see along the way, using I take the bus on the opposite side of
left and right and other position and direction words. the road. The bus travels down the
road and takes a first left where the
• Next give learners a chance to describe their school routes café is and second right at the church.
to one another. Let them draw pictures of their journeys It travels three blocks down and drops
me in front of the school gate.
in a few frames to show some of the important landmarks
they see along their route.

From here to there

Give each learner a sheet of 2 cm square grid paper. Mark the school in one
block and a house in another.

• The object of the activity is for learners to use a pencil to show different
routes they can take to get from home to school. The rule is that they can
only move around the edges of the blocks, not through the blocks. I walk one block
• Make time for learners to discuss and compare their different routes in up to the school, turn to my left,
walk six blocks down and the
their groups. Note whether they use left and right correctly, as well as clinic is right here!
other positional words like up, down, to the left side, to the right side.
Finding your way
Use the same grid as above, but add in some additional landmarks.

To get from the park

to the clinic, I go through the park,
Start turn right, and walk four blocks. I turn
right and walk two rows up, turn to
my left, walk two blocks and
here I am!

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 Grade 3: Space and shape (geometry)
Draw what you see
• Learners work in groups of four around a table. Give each group a
rectangular block or used carton to draw from different viewing positions.
• Starting out from where they’re seated, they draw the first view they see.
They then move one place around and draw the next view they see.
• They continue moving around the table until they have a picture of all
four side views. They can then all draw the view from above. They must
not talk to each other or share their pictures yet.
• Once each learner has drawn all five views, they can begin to compare
and discuss their drawings. They must check one another to see that they
all saw the same shape from each of the five positions.
• Of course the drawings will differ in levels of accuracy. That does not
matter, as long as they show that the two opposite rectangular faces are
the same.
Drawing views of block models
Give learners small cubes to build different models.

They must then look at their models from the sides and from above and draw
the arrangement of blocks they see. They label each view to show if it is one
of the sides or the top.

Model A

top view front view side view

Model B

top view front view side view

Block views on grids Model B

• First check that learners have shown their views with the correct
number of blocks each time. Do not focus on the accuracy of Front view
their drawings. They are only meant to be sketchy at this stage.
• Next give each child a sheet of grid paper and have them copy
the views and their drawings by shading in the correct number
of blocks on the grid. Here their drawings should be more
accurate and neater. They should also label each one correctly.
Top view

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 Grade 3: Space and shape (geometry)
Back to position Buthi and Pumla can see a chair
Picture the scene in the middle of the long edge of the table.
From where Buthi stands, he sees the back
• Describe a scene like this to your learners. They of the chair. From where Pumla stands, she
must listen carefully and imagine the positions of the sees the front of the chair. Who stands
where? Draw a picture or a map of the
people and the objects you describe. scene to show your answer.
They must then draw the scene on a piece of paper.

When the chair is When the chair is

facing the back. facing the front.

• Show them how to use symbols and draw simple

sketches to show the different people or objects, rather
than draw them in detail. For example:

Views from different positions

Explain to the learners that A and B represent two viewing
positions. Ask questions like:
• When you stand in Position A, which object do A
you see to the left of the tree? And to the right
of the tree?
• When you stand in Position B, which object
do you see to the left of the tree? And to the B
right of the tree?

Learners should understand and be able to explain, that it is not the position
of the objects that change, but the position of the viewer. What the viewer
sees will be in reverse order when looked at from opposite sides.
If learners struggle to visualise changes of relative position according to
different viewing points on pictures, give them more practical experiences.
For example, let them walk around objects on a table and describe relative
positions as they move around. They can also draw what they see at different
points.

Toilet roll cameras

• Give learners more opportunities to use toilet
roll or carton roll ‘cameras’ to look at objects
from far and from close up and then talk
about them.
• Use different-sized cameras made from other
cylinders like fax paper or paper towel rolls,
or make examples from cardboard or paper.
• Learners can then experiment with these cameras to look at
close-up and far away views and discuss and compare what
they see.
• Have them do drawings of one scene that they viewed through
the cylinders, from close up and from far away.

Close-up pictures
• Use your cell phone to capture and download images that show familiar
things from unusual views.

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 Grade 3: Space and shape (geometry)
• You can also find examples in magazines and newspapers.
• Paste the images onto cardboard to make up set of cards. Learners play in
pairs or in their groups to take turns guessing what each picture shows.
• In a follow-up lesson, let learners choose their own objects to draw from
close-up positions.

Puzzling pictures
Use examples like these to get learners to predict what they will see if they
look at an object or a scene from a particular viewing position.

Kabelo folds this shape into a dice.

What will Kabelo’s dice look like?
Tick (4) the correct dice.

Tammy looks at her suitcase. What shape does she see?

Tick (4) the correct shape.

Martha lies underneath the glass table. What shape does Martha see?
Tick (4) the correct shape.

Positions in a grid
• In Grade 2 we suggested an introductory grid activity to help
learners interpret positions on a grid and use words like: top,
bottom, to the side, above, under, next to, left hand and right
hand. See if they can name the different positions by saying
things like,”The telephone is below the head phones”, or “in
between the plane and the flower”. They should also use left
and right. For example, “The bell is in the top left hand block
of the grid”, or “the flower is in the bottom right hand corner”.
• Next extend the kinds of questions using a range of different
positional words, like:
Which object is:
– between the scissors and the pen?
– directly above the phone?
– above left or above right of the phone?
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 Grade 3: Space and shape (geometry)
– two to the right of the scissors?
– one to the left of the clock?
• Then introduce 2-step positions like:
Which object is:
– two up from the phone and one to the right or left?
– two to the left of the flower and two up?
Introducing rows and columns
• Introduce the words, ‘rows’ and ‘columns’. Show learners how the rows
run across from left to right and the columns run up or down. Where the
lines meet, they form blocks to make a table. Give them an example to
show how to name the position of any picture in the grid by using both
columns and rows. For example: “The bell is in the first row and the first
column.” Ask them to name other pictures in the same way. For example:
– The one in the first row and the second column.
– The one in the 3rd column and the 2nd row.
• Help learners to see links between the grid arrangement and
multiplication,
i.e. 4 rows with 3 pictures in each row make 12 (4 x 3) and
3 columns with 4 pictures in each column, makes 12 (3 x 4).
Make your own grid games
• On a large sheet of paper, draw a grid with 12 - 16 blocks, each
measuring at least 4 cm x 4 cm. Make enough copies for all your groups.
Paste each grid on a firm piece of cardboard to make a playing board.
• Collect pictures from a magazine or from used greeting cards. They
should be more or less the size of the blocks in the grid. Paste the pictures
on to a blank grid and then cut them out to make a set of pictures, one for
each block. Keep the pictures together in an envelope.
You can also use 12 - 16 small objects, e.g. a paper clip, a button, a stone,
a sharpener.
• Each group of learners gets one board and one set of cards or objects.
Here are suggestions for three inter-related games they could play:

Game 1
• Each learner has a turn to choose a picture or object and place it
anywhere on the grid. They must say where it is, using rows and columns.
• They take turns to do this until all the blocks are covered with pictures or
objects. Other learners in the group must agree to the position or suggest
changes.

Game 2
I am thinking of a
• Let learners play in pairs picture that is in the 1st
or smaller groups. They column and the last row.
start by covering the What is it?

grid with pictures or

objects. They take turns
to think of a picture or I am thinking of a
picture that is right in
object and then name the middle of the grid.
its grid position. The What is it?
other group members
must identify which
picture or object was chosen.

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 Grade 3: Space and shape (geometry)
Game 3 I am putting
this crayon in the
• To begin with learners must place pictures or 2nd column in the
objects in all of the blocks on the grid and 1st row.
memorise their positions. They then remove the
cards from the grid,
shuffle them and I am going to
put this flower in the
place them in a pile, 3rd column in the 3rd
face down. row.
• Each learner has a
chance to turn over a
card and say where it must
go. The rest of the group must first listen and then decide if the position
is correct. If not they should agree together where it goes. The game ends
when the 2nd last card is on the grid.
Back to floor plans
• Make up a worksheet with drawings of different block towers made with
interlocking unit cubes. Provide floor plans for the different models in
a jumbled order. Learners must match the correct floor plan with each
model.
• Next give each group of learners a pile of unit cube blocks to build their
own towers. They can work in pairs.
• Each learner takes turns to build a tower, then asks
their partner to predict and then draw what they think
the floor plan of the tower will look like.

From the bottom up

Give learners floor plans and then ask them to build towers to match the floor
plans using a specified number of blocks to do this.

Use nine blocks to Use 18 blocks to

build a tower on this build a block tower
floor plan on this floor plan

Coding floor plans

• Some learners will be ready to use a system to draw and
number floor plans and the height of different parts of the
block buildings as follows:
Floor plan Floor plan Floor plan

1 1 1 2 1

Floor plan Floor plan

1 2 2 2

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 Grade 3: Space and shape (geometry)

• Take learners through the plans one by one. Ask them to build the
models and then show them how to draw the floor plans on the board.
• Challenge them to build and then draw floor plans for more complex
models like these:

Floor plan Floor plan Floor plan Floor plan

2 2 2 1 1 1 1 1 2 1 1 3

2 2 2 1 1 1 1 1 2 1 1 3

Drawing maps in the sand

• Let learners look for sticks they can use to draw map outlines for small
villages or towns. Organise it so learners can work in their own spaces
where their maps don’t overlap.
• They first draw the outline of the map, with paths and roads and then use
stones or other materials to show landmarks like the school, the shop or
the bank.
• Make time for learners to describe their maps to one another. Ask them
questions which they must answer using words of position.
• Before going back to class, ask learners to make rough sketches of their
maps. Back in class they can make more detailed drawings of their maps
to show some of the key landmarks, which they can also label.

Street maps
• Draw a map of your local area on an overhead transparency. Use a real
map, even of an unfamiliar area, to help you do this as accurately as you
can. Using a scale to get the proportions right. Focus on the outline,
the streets and two landmarks, like the nearest shop and the school
building. Learners must say where other
landmarks are.
• Project the map onto the board or
wall. If you do not have an overhead
projector, you can make paper copies
for learners to work with in groups or
pairs.
• Ask learners questions where they have
to place different landmarks on the map,
either using non-permanent overhead
markers or on their copies.
• Ask questions that guide learners to
describe different routes from point A
to point B. Have them then describe
the journey in reverse from B to A. If
necessary, remind them that on their
return what was on their left will now be
on their right.

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 Grade 3: Space and shape (geometry)
Exploring and comparing maps
• Make a collection of different kinds of maps,
from garages, shopping centres, theme parks
and tourist information offices and some story
books. Have the maps available in the reading
corner for learners to look at and discuss. Ask
questions about the different maps to find out
which of the maps they found easy to read,
which they liked best and why.
• Give them the opportunity to try and copy
some of the maps and describe different routes
from one point to another.

A number line of rectangles

Work in groups.
Using paper or tile squares, learners will make Rectangles Not Rectangles
rectangles of different sizes. Be sure that learners
understand what a rectangle is, and that a square is
a special kind of rectangle. You could use a Carroll
Diagram to demonstrate examples of rectangles and
‘not rectangles’.

• If you are making rectangles out of these squares,

what is the smallest rectangle you can make? (One square.)
• The next size rectangle you could make has two squares,
which you could draw – either this way

– or this way
• Since they are really the same shape, we are only going to count that as
one kind of rectangle.
• There’s also only one rectangle you can make from three squares.
• But when it comes to four, we discover there are
two different shaped rectangles we can make.

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 Grade 3: Space and shape (geometry)
Have each group cut out these 5 rectangles – one each 1 2 3 4 5 6
using 1, 2, and 3 squares, and 2 using 4 squares. They
must display the rectangles on their number lines, like
this:

Let the learners continue the process of finding all

the different rectangles that can be made using each
number up to 24. Groups will work at different rates.
It’s not necessary for all the groups to finish all 24 steps
as long as they have spent the time engaged in exploring, and all groups have
made it more than half way to 24.

This works best if learners have tiles or grid paper where each square is 2 or 212_ cm. The
exact size isn’t important as the area of a square and the length of the side of a square
will be used later as non-standard units. To conserve paper, encourage learners to form
rectangles by joining smaller pieces together with sellotape.

Draw learners’ attention to the fact that each rectangle is also a picture of
a multiplication problem. Look at the number 4, for example. How many
multiplication problems have an answer of 4? There is 1 x 4 and there is
2 x 2. And there are two rectangles made up of four squares. One is 1 x 4
and the other is 2 x 2.

The rectangles are also pictures of division problems. What is 12 divided by six?

If we look at the 2 x 6 rectangle And if we look at the 3 x 4 rectangle,

we can see that if we divide 12 we can see that if we divide 12 squares
squares into six rows there are into 4 rows there are 3 in each row, and
2 in each row. But if we divide if we divide 12 squares into 3 columns,
12 into two columns there are each column will have 4 squares.
6 in each column.

There are many interesting explorations learners can do. One very interesting
one is to look at the area and perimeter for the numbers that have both
square and non-square rectangles, to see if they can discover a pattern. To
do this they will collect their data in a table.

Learners could display the rectangles on a number line in order of increasing

area. What other ways could these rectangles be arranged?

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 Grade 3: Space and shape (geometry)
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• understand and use these words in practical contexts:
• shape, pattern, flat, curved, round, straight
• solid, corner, face, edge
• rounded, pointed
• roll, slide
• build
• everyday language to name and sort properties of 3-D objects and 2-D shapes such as cubes,
spheres, circles, triangles, rectangles (squares)
• front, back, right, left, midline
• top, bottom, across, up and down, from side to side
• down the middle, across the middle, midline
• reflect, mirror, dotted line, equal parts or halves
• in front of, behind, side, next to, beside, on top of, above, underneath, below, inside, outside, to the
left of, to the right of, left hand side, right hand side
• to, from, towards, away from, over, under, underneath, above, below, on, in, outside, inside, in front,
behind, beside, before, after, next to, opposite, between, close by, far away, far apart, middle, centre,
edge, corner, sideways, up down, forwards, backwards, across, along, around, through.

Grade 2 - add the following to the Grade 1 vocabulary:

• rectangular, triangular
• squared prisms
• a square is a special kind of rectangle with all edges the same length
• a square prism, a rectangular prism and a triangular prism
• other names of shapes that they may come across like rhombus (diamond), hexagon, trapezium or
kite
• tangram
• symmetry, symmetrical, non-symmetry, non-symmetrical
• views from the front, from the back, from the sides, from the top, position, view, changes, looks
different
• quarter turns, half turns, full turns, clockwise, anti-clockwise.

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• balance, not balanced, facing opposite directions
• vertical, horizontal, diagonal
• map, point, distance, aerial view, floor plan
• area, perimeter

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 Grade 3: Space and shape (geometry)
Resources
• 3-D blocks of different shapes and sizes including:
- cubes, cuboids (rectangular prisms)
- triangular prisms, spheres and cylinders
• cartons and containers of different shapes and sizes
• other construction materials like Lego
• balls of different sizes and other spherical objects that roll
• coloured shape blocks or paper cut-out shapes that include triangles, rectangles, squares and circles
• geoboards
• examples of a circle, triangle, square and rectangle with labels for the wall
• number cards; shapes; posters and pictures of different 3-D objects and shapes
• play dough, plasticine or other modelling materials
• crayons, paper, string, a feely bag to hide different shapes in
• multilink cubes or similar materials that join together on each side
• full length mirror, small mirrors
• metre stick or straight rod, the length of an average learner’s height
• newsprint, crayons, paint, paintbrushes
• collection of objects and pictures that are both symmetrical and asymmetrical
• beads, threading string
• worksheets with half drawn objects that are symmetrical for learners to complete
• arrow chart with a moving arrow
• bean bags
• any objects around the classroom or school environment that learners can easily move into different
positions
• songs and rhymes you can use to teach learners the vocabulary of position.
Additional resources needed for Grade 2:
• pictures with different views
• worksheets with block models
• grid paper
Additional resources needed for Grade 3:
• photographs, symmetrical artefacts
• samples of different kinds of maps
• grid picture game boards and cards

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page 315
 Grade 3: Measurement
Grade 3:
Measurement

The learner will be able to use appropriate measuring units, instruments and formulae in a variety of
contexts.

Skills and knowledge

The learner:
■■ Reads and writes analogue and digital clock time in terms of hours, half-hours, quarters of an hour
and minutes.
■■ Solves problems involving calculations with and conversions between:
a) minutes  hours b) hours  days c) days  months.

The vocabulary that learners need to understand and use these skills is listed at the end of the
suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
is also provided.

Suggested activities
Reading time
Using a story about time
Tell learners a story about a little boy who never learned to read a clock with hands. In his house
there were only digital clocks with numbers. He could always tell the time from the digital clocks,
so he didn’t bother learning to read time on the clocks with hands. One day he learns that his
grandfather has died, but before he died he said that he wanted the little boy to have his fine old
wristwatch. The boy loves the gift from his grandfather, but he doesn’t know how to use it to tell
time.

Have the learners write a letter to the boy explaining to him how to tell time using the wristwatch
with hands. Encourage them to illustrate the letter with pictures.

You can use this activity to assess whether your learners can read time and to consolidate their
knowledge.
Paper plate clocks
• Have learners make their own clocks using a paper plate for the face of the clock, cutting the
long minute hand and the short hour hand from strips of cardboard, and connecting them with a
split pin.
• When the numbers have been added to the face of the clock, have learners practise counting by
fives, tens, and twenties around the clock face.
• Review the cycles of a.m. and p.m. – using a 12 hour clock to tell time throughout a 24 hour day,
and the similarities and differences between clocks with arms and digital clocks.
Setting and reading time
Give learners a variety of activities which involve reading the time from the clock or setting the clock
to a given time:
• Use flash cards to give learners a particular time, expressed in numbers with a.m. or p.m., in 24
hour notation, or in words, and have them set their clocks to that time.
• Set the demonstration clock to a given time and ask learners to write the time in words and in
numbers.

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 Grade 3: Measurement
• Have learners take turns leading the activity. The learner chooses a time
and describes something he or she likes to do at that time, such as a
favourite TV show. He or she writes the time and the other learners must
3:0 0
set their clocks to that time. The learner could also set the clock and ask
the others to write the time out in analogue or digital format.
1
• One learner chooses an event or activity and says at what time it occurs.
The other learner must set the clock to the appropriate time.
14:30
• Working in pairs, one learner sets the clock and says what happens at that
time. The other learner must write the time in words and in numbers.
• Give each pair a set of cards with several times shown in different ways
half past two
– words, numbers using a.m. and p.m., 24 hour notation, and pictured
on a clock. Learners work together to match the cards with each other one o’clock
correctly.
• Give each pair a set of cards with a variety of times shown in different
ways. Learners must put the cards in order from earliest to latest, e.g. 2:30 pm
02:30; 16:15; 04:20; 18:30; six forty-five; etc.
Time lines
Have learners make timelines of their lives. Show milestones such as when
they were born, when they started school, and then find the length of time in
years, months and days between important events.

Make timelines of events in stories you are reading, or of historical events,

or the lives of historic figures learners are learning about. Calculate the time
between events.
Hours and minutes of daylight and darkness
Here is a schedule of sunrise and sunset times
for Johannesburg for the 21st of each month. Johannesburg
Ask learners to complete these tasks: Sunrise Sunset
21-Jan 5:35 a.m. 7:04 p.m.
• Calculate the length of the day for each month. 21-Feb 5:57 a.m. 6:46 p.m.
• Calculate the length of the night for each month. 21-Mar 6:12 a.m. 6:18 p.m.
• Say which month has the longest days. 21-Apr 6:27 a.m. 5:47 p.m.
• Say which month has the longest nights. 21-May 6:43 a.m. 5:27 p.m.
• Calculate the difference, in hours and minutes, 21-Jun 6:55 a.m. 5:25 p.m.
between the longest day and the shortest day. 21-Jul 6:53 a.m. 5:37 p.m.
21-Aug 6:32 a.m. 5:51 p.m.
21-Sep 5:59 a.m. 6:04 p.m.
21-Oct 5:28 a.m. 6:18 p.m.
Timetables 21-Nov 5:09 a.m. 6:40 p.m.
Give learners a variety of time tables for transportation: bus, 21-Dec 5:13 a.m. 7:00 p.m.
train or plane. Use real ones or invent your own. Learners
calculate the duration of different journeys or events using starting and
finishing times. Have the learners look for patterns in the schedules – which
trips go every day, which ones go every 2 hours, every other day.
Long journeys
Give learners a number of examples of origins and destinations that require
long journeys, e.g. sailing from Cape Town to England. Let them use the time
tables to find out how long the journey will take. Then give them examples
where you give the time of departure and the duration of the trip and they say
when they will arrive.

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 Grade 3: Measurement
Imagine a trip!
Have learners plan a fantasy trip they would like to take, and plan a detailed
itinerary. You could ask them to write about where they want to go and what they
will do there. You could also have them think about the budget for such a trip.
Sports
Look at the results reported in the sports section of the paper every day, or use
local or school results if they are available. Choose events that last seconds,
minutes and hours. Use examples of sports or players the learners are already
interested in; or choose examples where you can tell them stories about the
athlete or the event that will interest them.
Give learners the starting and finishing time and have them find the duration of
the sports event; or give them the duration and starting time for them to find the
finishing time; or duration and finishing time for them to find the starting time.
Ask learners to talk about examples of sports events in their own lives that are
measured in minutes, hours, days, weeks, months and years.
A sleep graph
Have learners write down the time they go to bed and the time they get up and
calculate the amount of time they sleep. Make a class graph of this information.
Discussing time
Use pictures to illustrate activities about learners’ daily routines. Ask these
kinds of questions about the pictures (or about themselves):
• “It is 18:15. You must have a bath at half past 6. How long
before it is time for your bath?”
• “At 19:00 you have supper. You have 5 minutes before your
favourite television programme begins at 19:30. How long did it
take you to finish your supper?”
• “You watch television for 1 hour from 19:30 and then have to
go to bed. What time do you go to bed?”
• “If it takes you 4 hours a day to do your homework, how much
time will you spend doing homework in five days? And in a
week?”

Calendar questions:
• “What will the date be next week Saturday?”
• “How many days are left until New Year’s day?”

Age questions:
• “How many months ago were you born?”
• “Work out your age in years, months and days.”
• “Give your partner your birth date and ask him/her to work out how old you
are.”
• “A baby is 867 days old. How old is the baby in years, months and days?”

Time spent at home, at work, at school and travelling:

• “Mr Smith works 20 days in a month. If he works for three months, how
many days does he work? He works from 9 a.m. to 4 p.m. How many hours
does he work? How many hours does he work in 60 days?”
• “Lizzy was on school holiday for 4 weeks. How many days was she at
home? She watched TV for 3 hours a day. How many minutes per day did
she watch TV? How many hours did she watch TV in 4 days?”

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 Grade 3: Measurement
• “Mr. Nkosana leaves home at 5 o’clock. He gets to work at 7 o’clock. He
stops working at 4 o’clock. How many hours does he work per day? How
many hours does he work from Monday to Friday? Work out how many
hours he rests before work starts the next day.”
Have learners calculate how many hours they spend at home, at school and
travelling per day.

Fractions of time
Making clock fractions
Materials for each learner: photocopied clock faces in 6 different colours,
straight edge, pencil, scissors.

Print the clock face without numbers onto six different colours of paper and
give each learner one clock of each colour. The colours are arbitrary, but
the whole class should use the same colour for a given fraction – e.g. blue See Resources,
wholes, red halves, yellow quarters, etc. p378

blue - whole red - half yellow - quarter purple - orange green

third 10 minutes 5 minutes

• Let learners work alone to make their wholes, halves and quarters. Have
extra copies of the different coloured clock faces, in case of mistakes.
• Cut out the blue clock and label it 60 minutes = 1 hour.
• Cut out the red clock, cut it in half (using the markings as a guide) and
label each piece 30 minutes = 1_2 hour. You can let your learners count out
the minutes, in 10s, 5s or 1s.
• Cut out the yellow clocks, cut them into quarters. Be sure to use the
markings so that the folds are on the larger 5 minute lines, and label them
15 minutes = 1_4 hour.
• Discuss the meaning of fractions – one quarter means one whole divided
into 4. How many quarter hours make up one whole hour? If there are 60
minutes in one whole hour, how many minutes in one quarter hour?
• Now have learners work in groups to decide how they will cut the purple
clocks into thirds. Have each group explain its method before you have
them cut. Once they have a good strategy, have them cut the clock into
thirds, count the minutes in each section, and then label each piece 20
minutes = 1_3 hour.
• Next have the learners use the same method to cut the orange clock
into thirds. Then take one of these thirds and ask the learners how many
minutes it is (20) and how many minutes they would have if they cut it in
half (10). Have them cut each orange 1_3 in half and label each piece 10
minutes.
• Finally, have them cut the green circle in thirds, then cut each 1_3 in half,
and then ask how many minutes there are in half of a 10 minute segment
(5). Have them cut each piece in half and label each resulting 5 minute
section.
• Each learner now has clock fraction pieces that make up 6 hours.
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 Grade 3: Measurement
The following games are fun and can be played again and again to develop
the learners’ skill at clock arithmetic and intuition about fractions. See Resources
Learners use their sets of clock fraction pieces in the games.
Adding and subtracting with clock fractions
Either make spinners like this one or prepare minute dice by covering an
ordinary die with paper and sellotape and marking the sides 1_2 hr, 1_4 hr, 1_3 hr,
3_
4 hr, 5 min and 10 min.

The learners take turns spinning the spinner (or rolling the minute die). On
each spin they add the amount of time shown on the spinner, converting
between minutes and fractions of an hour as appropriate. The winner is the
first one to reach the target exactly, without going over.

The first time learners play this, let 1 whole hour be the target. After that, you
Spinner
can choose (or let the learners choose) a different target each time, such as 21_2
hours, or 31_4 hours.
Multiplication game with clock fractions 5 min
3_ hr
The learners take turns spinning the spinner (or rolling the minute die). They then 1_
hr 4
3
roll an ordinary die. They must work out the number of minutes or the fraction
of an hour shown on the spinner, multiplied by the number shown on the die,
making conversions where appropriate. They put that amount of time in front
of them. The first one to reach 6 hours (their whole set of clock fractions) is the
winner. They must reach 6 hours exactly, without going over even if this means
missing turns until they get the right numbers at the end.
Division game with clock fractions
Use any small flat object, e.g. a pebble, a bean, an eraser and mark one side
with a koki.
Players take turns being the dealer. The dealer decides on an amount of 8
time that all players must put into the ‘kitty’, e.g. they each put 20 minutes
into the kitty. Each player must guess ‘marked’ or ‘unmarked’ and the dealer
then flips the marked object. If it lands with the marked side up, those who
guessed ‘marked’ are winners. If it lands with the unmarked side up, those
who guessed ‘unmarked’ are winners. The dealer must then deal out the
kitty fairly to all the winners, making exchanges where necessary to make
the distribution as complete as possible, e.g. he may need to exchange a
half hour fraction with 3 ten minute fractions. All players, both winners and
losers, must check to see if the sharing is done correctly. If a player finds an
error, the dealer must pay a penalty of 15 minutes to the first player to find
1_
the error. Then the next player becomes the dealer. 15 min = 4 hr

You can choose the amount to put in by spinning to find a time and
then multiplying it by the number rolled on an ordinary die, as in the
multiplication game.

Note: When you are teaching digital time, you can adapt most of
these time activities. Make sure that learners understand that you
simply add 12 hours to any of the ‘p.m’ times used in analogue time
in order to find the digital or 24-hour time. Learners need practice
reading and writing digital time. For example, 7.30 p.m. is 19:30 in
digital time.

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 Grade 3: Measurement
Skills and knowledge
The learner:
■■ Identifies important dates on calendars including dates of:
a) religious festivals;
b) historical events.
■■ Recognises and describes different calendars used in different cultures.

Suggested activities
All calendars are based on the movement of the sun, moon and stars.

Time follows the sun and the moon

The sun, the earth and the moon

Calendars are based on astronomy:
• the rotation of the earth each day that makes it appear that the sun rises and sets;
• the revolution of the moon around the earth that causes the moon to
appear to change its shape, as it goes through a complete cycle of
phases every 291_2 days;
• the revolution of the earth around the sun each year that results
in the seasons.
Learners should already have a good sense of the daily path of the
sun in the sky and its relation to the earth’s rotation from Grade
1, and of the behaviour and cause of the phases of the moon from
Grade 2. If you find they don’t understand these phenomena, review
those activities from the earlier grades.

Once learners understand the day and the moon’s phases, you can
help them to understand the year. The changing seasons show March
themselves in many different ways. The weather changes,
animals migrate or mate and give birth, we celebrate holidays. June
All of these cycles are the result of the earth revolving around December
the sun while the earth rotates daily on an axis that is tilted
compared to the plane in which it is moving around the sun. September
September

These two motions cause the daily path of the sun to be different during
different times of the year, and they cause the stars to move along paths at night in such a
way that we see different stars at different times of the year.

Expanded opportunity: Finding constellations

See Resources,
Show the children how to find the constellations for the season you are in. At home, have
p383
them observe a constellation as soon as it is dark enough to find it. They should draw a
picture as well as describe where they see it in the sky. They should observe it again, after
an hour, again drawing a picture and describing what they see. They should make periodic
observations until they have to go to bed, and if they get up before sunrise they should look
again to see if they can find it. Have them observe the motion of their constellation every
night for a week. Then lead a discussion about what they have observed.

This activity is more difficult in the summer when the nights are short. Still, it is good to do it
at the beginning of the school year, then repeat it in the middle of the year, and again at the
end of the year, so that learners get a sense of how the stars change their apparent positions
during the year.
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 Grade 3: Measurement
Calendar questions
Each of these activities should be done, in order, on different days. For these
activities use a process where each learner has a few minutes to think about
the question alone, then he or she discusses the question with a partner.
Then the partners discuss the question with their group and finally all of the
groups share their responses. You can create a list of their responses or have
the learners create a graphic display of their collective response.
How do you use the calendar at school and at home?
Be sure that all the learners are aware that their
own lives are organised into days, weeks, months
and years, and that the calendar is the tool we use
to agree on when we should go to school, have a
holiday, celebrate birthdays and attend ceremonies.
What other ways do people use a calendar?
Be sure that the responses include subsistence
needs like when to plant, (which means predicting
when it will rain), as well as cultural and religious questions, such as
holidays, when to go to work, scheduling the World Cup, when to go to vote,
etc.
From nature or society?
Our calendar counts days, weeks, months and years. Which calendars come
from nature?, e.g. a lunar calendar follows the cycles of the moon. Explain in
words or pictures. Which ones come from society?

The day corresponds to the rotation of the earth on its axis which takes 24
hours, and the year corresponds to the annual revolution of the earth around
the sun which takes 36514_ days. Because the year is not an exact multiple of the
length of the day, there is a little bit left over each year, about 14_ day.
Ask the learners what we can do with the extra part of a day. There is about 14_
day extra each year, so after four years there’s 44_ extra, so we can add one extra
day every fourth year, which is called a leap day. Each leap year, each 4th
year, has an extra day - February 29.

The month
Explain that the word month means moon, and months used to be the actual
period of the moon’s phases – about 291_2 days. They still are in some other
calendars we will learn about, but months in our modern Western calendar are
no longer the same as the moon’s cycle and our calendar no longer keeps track
of the moon’s phases.

The week
The week seems to have no connection to astronomy and to be purely cultural.
Wherever there is civilization people need to meet periodically to exchange
goods, to visit, and often for worship, to entertainment, or for activities of
government. Every society adopts a regular period between market days, some
are as short as 4 days apart and others are as long as 10 days between. The
ancient Hebrews in Israel held their markets every 7th day. Their 7-day week is
reflected in the creation story that says that God created the world in six days,
and rested on the 7th. The Christian calendar adopted the 7-day week from the
Hebrew calendar and now the 7-day week is used around the world.

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 Grade 3: Measurement
Why did people who lived long ago need a calendar?
The learners should be able to identify needs similar to those for which we
use the calendar today, (early farmers needed to predict when the rains would
come, in order to know when to plant, and when to hold meetings and
religious festivals).

Traditional tribal people who live by hunting and gathering need to

know when to travel to specific places to collect plant or animal food.
In Africa, like the rest of the world, people long ago noticed that
certain stars appeared in the sky just before important events, such as
the coming of the rains.

Use the Resource Section (See Resources, p382) to choose some

stories to share, or tell others you may know. Ask learners to ask
family members if they know stories about the sky, or know how
their ancestors used stars in hunting, farming or navigating.

Expanded opportunity: The race between the sun and the moon
Ask learners to think about what would be the best possible calendar.

The moon’s phases don’t fit equally into the year, so you can’t have
a calendar that keeps track of the year with an even number of moon
cycles. Would they just rely on the sun and not try to make the calendar
keep time of the moon’s phases? Would they follow the moon only and not
try to make the calendar keep time with the seasons? Or would they try to
find a way to keep track of both?

Different calendars
The Western calendar that is used internationally today is the Christian Calendar that was
developed a long time ago by Pope Gregory - so we call it the Gregorian Calendar. It only
keeps track of the sun and not of the moon. It has 365 days, except when an extra day is added
for leap years. The length of the months was not decided by nature, but by politics. In ancient
Roman times the months were named for important people who wanted more days in their
months than the other important people. Most Christian holidays occur on the same date every
year. The exception to this is Easter, and the holidays associated with it like Good Friday and
Lent. The first Good Friday happened on the Jewish Holiday of Passover, whose date was, and
is, set according to the moon. So Christians today use the moon, as well as the week and the
season, to decide what day to celebrate Easter.

The Muslim calendar only keeps track of the moon and not of the seasons. It has 12 months
which are about 291_2 days on average. The true length of the month is a little longer some
times and shorter other times. The length of each month depends upon when the new moon
is actually visible, not on an average, so it is very closely tied to nature. The year has 12
months of 291_2 days, or 354 days, so it is about 11 days shorter than the Western calendar.

The Hindu, Jewish and Chinese calendars do both. They follow the phases of the moon for 12
cycles, so they get a little behind the seasons and the Western calendar each year. Unlike the
Muslim calendar, though they add in a leap month from time to time so that festivals stay in
the same season from year to year. The rules are different for each lunisolar calendar, but they
all require a leap month every second or third year.

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 Grade 3: Measurement
Projects about time
How long until our holiday?
The table below shows the dates of some of the holidays celebrated by communities
in South Africa. The dates for the holidays are calculated using a variety of calendars,
but all the dates shown are in our common Gregorian Calendar. Have learners work
in groups. The task is first to find the actual number of days from the celebration
one year to the same holiday the next, for example, there are 385 days between
Easter 2008 and Easter 2009, and there are 365 days between Christmas 2008
and Christmas 2009. When will the time from one Christmas to the next NOT be
equal to 365 days? After they have filled in the table as a group they should look for
patterns. What certain numbers occur frequently? Do they have any ideas why?

2008 2009 2008 to 2009 2010 2009 to 2010

Islamic Calendar
Ramadan Begins 2-Sep-2008 22-Aug-2009 12-Aug-2010
Eid-ul-Fitr 1-Oct-2008 21-Sep-2009 10-Sep-2010
Hindu Calendar
Diwali 28-Oct-2008 17-Oct-2009 5-Nov-2010
Holi 21-Mar-2008 11-Mar-2009 1-Mar-2010
Chinese Calendar
Chinese New Year 7-Feb-2008 26-Jan-2009 14 Feb-2010
Jewish Calendar
Rosh Hashanah 30-Sep-2008 19-Sep-2009 9-Sep-2010
Yom Kippur 9-Oct-2008 28-Sep-2009 18-Sep-2010
Christian Calendar (which is also the common Calendar)
Easter 23-Mar-2008 12-Apr-2009 385 4-Apr-2010
Christmas 25-Dec-2008 25-Dec-2009 365 25-Dec-2010
Names of the months
While Xhosa has modern names for the months, based on the European names, the
old names say a lot more about local life and nature during the year. Have learners
work in groups to research the origins and meaning of other month names – either
from the names used in other local languages, or the months of one of the calendars
in the above table. Have each group present their findings to the class.
• January – eyoMqungu (month of the Tambuki Grass)
• February – eyoMdumba (month of the swelling grain)
• March – eyoKwindla (month of the first fruits)
• April – uTshazimpuzi (month of the withering pumpkins)
• May – uCanzibe (month of Canopus)
• June - isiLimela (month of the Pleiades)
• July – eyeKhala / eyeNtlaba (month of the aloes)
• August – eyeThupha (month of the buds)
• September – eyoMsintsi (month of the coast coral tree)
• October – eyeDwarha (month of the tall yellow daisies)
• November – eyeNkanga (month of the small yellow daisies)
• December eyoMnga (month of the mimosa thorn tree)

Learners could also investigate the origin and meaning of the names of the days of
the week in different cultures.

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 Grade 3: Measurement
Skills and knowledge
The learner:
■■ Estimates, measures, compares and orders three-dimensional objects
using non-standard and standard measures:
a) mass (e.g. packets, kilograms);
b) capacity (e.g. bottles, litres);
c) length (e.g. desk lengths, metres).

Suggested activities
Comparing rocks
This series of activities helps learners develop an integrated experience of
mass, capacity, length and area. Ask learners to collect empty 2-litre bottles
and each bring a small rock to school.
Which rock is bigger?
Brainstorm with the learners about all the attributes of their rocks. Which
attributes are measurable?
Ask the learners, “When someone says this rock is bigger than that one, what
do they mean?” Brainstorm possible meanings of ‘bigger’ when comparing
two rocks.
Be sure the learners know that bigger doesn’t mean better and that they are
not competing to have the biggest rock. They are working together to discover
how to decide which rock is bigger.
Which rock has the most mass?
Each group of learners needs a two arm balance.
To make the balance cut the tops off two cold drink bottles about 1_3 of the
way from the bottom of the bottle. Try to make them exactly the same height.
Punch three equidistant holes around the rim of each bottle. Cut six lengths
of string, about 50 cm each and tie one string through each hole. Gather the
3 strings together in a knot, being sure they are the same length so that the
bottle will hang straight. Do the same with the other bottle, making sure the
strings are the same length for both bottles. Attach one bottle to each arm of
the balance. Adjust until the empty bottles balance. Before glueing the string
in place, test your balance with two light objects you know
to have identical weight. If it’s not perfectly balanced, either
move the bottle that hangs too low in a little toward the centre,
or move the bottle that is too high out from the centre. Once
it’s balanced, glue the strings in place and the balance is ready
to be used. Have each group of learners order their rocks from
lightest to heaviest using the balance, and explain how they
determined the order.

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 Grade 3: Measurement
Which rock has the greatest surface area?
Give each learner a sheet of grid paper. (See Resources, p360)
Have each learner estimate the surface area of their rock.
They must say how many grid squares they think they will
need to cover their rock completely - with no gaps and
no overlap.
Distribute aluminum foil. Each learner should carefully
cover the rock with aluminum foil, being sure not to
overlap or leave any gaps. They then spread out the
foil onto the grid paper and trace its outline. Guide
learners as follows:
Help learners to calculate how many squares their
piece of foil covered by instructing them to, “ First,
count all the squares that are completely inside your outline.
Next, look at the squares that are partly inside and partly outside the
outline. Estimate the number of whole squares they make. If a square
is about half inside, look for another square that is about half inside.
Together they make up one whole square. If a square is almost all
inside the line, look for one that is only a little inside. Together they
make up one whole square. What is the surface area of the rock that
you measured? How does it compare to your estimate?”
Which rock takes up the most space?
Tell or read the story of Archimedes in the Resource Section.
(See Resources, p385)
Read about a discovery he made while lying in the bath.
Have each learner estimate the volume of the rock – that is, how much
space does it take up. They should make an estimate in millilitres, and
write down their estimate.
After recording the estimate, each learner must find a container large
enough for their rock to fit completely inside, without sticking out at the
top. They will then place the container inside a larger container and
carefully fill their small container to the very top without spilling over.
Then they gently lower their rock, tied with a piece of string, into the
smaller container, letting the extra water flow into the larger container.
Guide learners as follows:
“Is the rock completely covered by the water? If not, adjust it so that it is.
Does the water still come completely to the top of the smaller container? If
not, spoon water from the larger container into the smaller container until
the water reaches the top.”
They then carefully remove the smaller container with the rock, without
spilling. They might need a third container to catch any splashes. They
then pour the water from the larger container into a measuring cup . Lead
a class discussion to help learners understand that, as Archimedes realised,
the water that was ‘displaced’ (pushed out of the small container) by their
rock gives the volume of their rock.
Also discuss how their measurement of the volume compares with their
estimate?

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 Grade 3: Measurement
Which rock is longest? Or widest?
Ask the learners to think about how they would compare their rocks in terms
of length. Is the longest one the biggest? Or do they also have to consider the
breadth? What are different ways they could use length to order their rocks?

Close the rock measurement session by returning to the question of what we

mean when we say that one rock is bigger than another. What does the question
mean to them now? Which measurements might matter and which do not?

More activities for mass, capacity, length and area

• Investigate a variety of 3-D objects. Estimate their mass, length, surface
area and volume and use the same methods used to investigate the rock to
measure each quantity.
• Estimate the capacity of a variety of containers. Then fill them with water
or something else pourable, like rice, and pour the water or rice into a
measuring cup to find the the containers’ volumes in millilitres or litres.
• Estimate the mass of a number of objects by lifting them, and comparing
how heavy they feel to things of known mass, e.g. 2 kg of suger, 500 g of
margarine. Then use a scale to measure the mass in grams or kilograms.

Skills and knowledge

The learner:
■■ Investigates (alone and/or as a member of a group or team) and approximates:
a) distance around two-dimensional shapes using string;
b) area of two-dimensional shapes using tiling.

Suggested activities

Measuring length and perimeter

String measurements
• Have learners estimate the distance around 3-D objects, then measure
them with a string, then measure the string with a ruler. Use both regular
shapes, such as a box, and irregular shapes, such as their hand or foot.
• Have learners estimate and then measure large objects and small objects,
things with straight sides and things with curved sides.
• Have learners estimate the length of lines and curves, then measure with a You can use copies of the
string, then measure the string with a ruler. worksheet on page 381.
Visual puzzles
In order to develop an understanding of
length it is not sufficient for learners to
merely measure repeatedly. Rather they
need to be presented with situations
which require them to think about what
they know and how they know it.
Which line is longer, or Which vertical line is longer,
Give them visual puzzles like these.
are they the same? or are they the same?
Use the Circle Lab activity in Data
Handling for measuring circles.

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 Grade 3: Measurement
Make your own metre tape measure
How big is a centimetre? Give each learner some centimetre grid paper. Ask
them to look around the class and find as many things as they can that are
about 1 cm in length.

They are going to cut the centimetre grid paper into strips and connect the
strips with sellotape.

How big is a decimetre? What things can the learners find that are about Objects of 1cm high.
10 centimetres, or 1 decimetre, in length?
decimetre
1 cm

Learners should colour strips that are 1 cm wide and 10 cm long. They
connect 10 differently coloured decimetre strips together to make a tape
1 metre long.

How high is a metre? Have learners work in pairs and use their metre tape
measure to find a point on their body that is 1 metre high. With their arms
outstretched, measuring from the tips of their fingers, where along their arms
is 1 metre from their finger tips?

Measuring area
Measuring area with squares
Learners work in pairs. They need plastic, paper or cardboard squares.

Introduce this activity by saying that we can use small squares to make
larger squares – show one small square, and another square made up of four
squares. Ask the class what the next larger square is.

Ask a learner to build a 3 x 3 square at the board. Ask the class how many
small squares they used altogether to make this new square.

And then ask what the next larger square will be. Make the next square or
have a learner make it, and again ask them how many squares it contains.
Each square is a different size but they are all the same shape - square.
Figures that are the same shape but different sizes are called similar.
Measuring area with triangles
Is it possible to make figures from triangle shapes that are similar to
the original shape (a different size but the same shape).

Ask the learners if they can put some triangles together to make another
similar
bigger triangle. It must be made of triangles that touch with no gaps and no
overlaps. The larger triangle must be exactly the same shape as the small one.
Do not show them the answer – let them explore and develop their spatial
visualization skills. Ask them how many smaller
triangles make up the next larger triangle (4).
Have them make the next two larger triangles and
ask how many smaller triangles are in them. (9
and 16)

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 Grade 3: Measurement
Measuring area with other shapes
Have them try the same with the parallelogram and the
trapezium. They will find the same pattern of 1, 4, 9,16.
It’s sufficient at this stage for them to discover the pattern.
It’s not necessary for them to be able to explain it. If some
learners ask you for an explanation, guide
them with questions to explore possible
explanations. You can start by asking
them to predict how many pieces will be
needed for each larger shape.

Hexagons do not fit together to form larger hexagons, but if you have some
learners who need a special challenge you can ask them to make larger
hexagons from a variety of shapes. They can then investigate the relationship of
the area of the larger hexagon to the first smaller hexagon.

Finding more areas Integrates with

For each group or pair of learners, prepare cut-outs of the hexagons, triangles, Maths LO1 AS10a)
trapeziums and parallelograms from the resource page Fractions of the
hexagon. (See Resources, p358) When we figure out
how many blocks it takes
Tell learners that, for this activity, they will use the triangle as their to cover a shape, we’re
unit for measuring area. Let them experiment to find out how many measuring its area.
triangles they need to cover each of the three other shapes. They must
record their findings on a table like this:
Shape Area in units
Area in Units of
Pattern Block Shape of triangles
Pattern Block
Then ask them to combine the shapes in as many Triangles
different ways as they can to make hexagons. For
example:

Learners must trace each hexagon they make and write

a number sentence, using triangles as their units, to
show the area of each hexagon. So, for the hexagon
above, in any order, they should write:
3+2+1=6
(3 triangles to make the trapezium, 2 for the parallelogram plus 1 more triangle)
Other ways to form a hexagon include: using 6 triangles
(1 + 1 + 1 + 1 + 1 + 1) or 2 triangles and 2 trapeziums (1 + 1 + 2 + 2).

When learners share their findings in a whole class discussion, be sure that they
notice that when different learners used the same pattern the number sentence
was sometimes written in a different order. They should also observe that there
are many different patterns with the same area.

Assess the learners’ understanding by asking them to find the area, in units of
the triangle, of a variety of figures you make. If some learners need an extended
challenge, have them find areas in units of the parallelogram, trapezium or
hexagon.

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 Grade 3: Measurement
Tangram Areas

Use the two small triangles Make cardboard copies

and one medium triangle of the Tangram pieces,
from a tangram set to make Resources, p374, for
polygons. learners to cut out.
Using all three pieces for each shape, build each of the polygons below.
Trace each polygon onto your paper.

Ask the learners which polygon has the greatest area.

Discuss their thinking with them.

Prepare drawings of this square for pairs or groups of learners to work from.
Also let them copy the tangram table below. Working with all the tangram
shapes, have the learners use a small tangram triangle as the unit of area.
• What is the area, in small triangles, of each of the other tangram pieces?
• What is the area of the whole square? (16 small triangles)

Let the learners invent tangram pictures and have other learners find the area
of those pictures in units of small triangles or in units of the other tangram Tangram Area in units
of the small
shape
pieces. tangram triangle

Puzzles involving area

Give learners challenging puzzles involving area that require them to think
about what they know and how they know it. For example:
You can make copies of the
worksheet in Resources, p381.
Is there more Which of the two
grey or more inside squares in
black in the these 2 drawings
picture, or do is bigger, or are
they have the they the same
same area? size?
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 Grade 3: Measurement
Lead a general discussion about measuring area. Ask learners to brainstorm as many ideas as they can
about what they have learnt about measuring area. They should realise that we can use various shapes as
our units of measurement. Tell them that people decided to use square shapes as the most common unit
of measurement.

Vocabulary
Time:
early late day night morning afternoon
evening before after beginning end clock
watch face hand later earlier sunrise
sunset shadow o’clock clockwise anti-clockwise half past
quarter past quarter to minutes past minutes to fast slow
today tomorrow yesterday names of days of the week and months of the year.
Mass:
heavy light heavier lighter heaviest lightest
heavier than lighter than more/less same as has greater mass has less mass.
a light object has less mass
a heavy object has more mass
Capacity:
full empty holds more than holds less than half full
the same as least most cups buckets
jugs glasses estimate container.
Length:
longer shorter taller higher as long as as short as
estimate high low shallow hand span foot
pace centimeter metre millimetre.

Resources
clock faces without numbers bags
spinners feathers
special dice rocks
grid paper a scale or balance
scissors objects for casting shadows
sellotape torch
aluminum foil table
water lamp
sand pictures relating to time of day
containers of various sizes pictures relating to holidays of different cultures
beans to plant picture of the earth from space
plastic or cardboard shapes constellation maps and star finders
tangrams information on Islamic, Hindu, Jewish, Chinese
string calendars
rulers holiday dates, timetables, newspapers,
blocks or other material to stack and build with information on the times of historical events,
boxes times from local or school sports.

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 Grade 3: Data handling
Grade 3:
Data handling
The learner will be able to collect, summarise, display and critically analyse data in order to draw
conclusions and make predictions, and to interpret and determine chance variation.

Skills and knowledge

The learner:
■■ Collects data (alone and/or as a member of a group or team) in the classroom and school
environment to answer questions posed by the teacher (e.g. “How many learners walk to
school?”).
■■ Sorts, orders and organises own and supplied data by one or more attributes for a particular
reason.
■■ Draws pictures and constructs pictographs and bar graphs that have a 1-1 correspondence
between own data and representations.
■■ Reads, interprets and reports on information in own and a peer’s representations of data.
■■ Reads and interprets data presented in simple tables and lists.

The vocabulary that learners need to understand and use for these skills is listed at the end of
the suggested activities. You will find it helpful to make flash cards with key vocabulary words to
support the teaching and learning process. A list of the resources you will need for the activities
are also provided.

Summary of the types of graphs used in Grade 3

Lists
A list is a series of related words, numbers, or other items. We use lists every day - a grocery list, a list
of errands, letters to write or calls to make. A list may or may not be numbered, or organised in some
logical way, and it may or may not be displayed with lines, rows, columns, etc.
You could ask each learner how he or she got to school today, and List o
make a list of the answers as you receive them. to schof oways we get
l
Mpho c
Sorting circles (Venn diagrams) o m
Lerato ta es by car.
ke
When children begin to sort objects, they group the objects together, and may Nonhlan s the bus.
make a line around each group with crayon or with string, or make pictures of h la rides
bike. her
the objects in groups, and encircle the groups that belong together. Sometimes Kelebog
ile
we give them the attribute they should sort by, and other times they choose it Thabo c takes a taxi.
om
themselves. Although the learners sort groups of objects with many attributes, Khaya ri es by car,
de
in the early grades the learners sort on only one attribute at a time, and the Liziwe t s her bike.
sets do not overlap (intersect). a kes the b
us.

We put blue shapes

First we sorted the shapes in one group and red shapes
by size. We put the big ones in a group and yellow shapes
together in one group and the small in a group. We sorted the
ones in another. The middle sized shapes by colour.
shapes made a third group.

B
R Y

blue red yellow

shapes shapes shapes

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 Grade 3: Data handling
At about Grade 3 level, learners are ready to sort
using two (or more) criteria simultaneously.
When they do, it is possible that the sets may overlap. Here are 3 sets - squares, blue things
A tomato is a fruit (the part of the plant that contains and big things. They overlap because
the seeds) and it is also a vegetable. the big blue square is inside all 3 sets.

From Grade 3 onward, this kind

of diagram is very helpful for
understanding the relationships.

Concrete object graph

A concrete object graph involves categories and apples
counts of the number of people or things in a category
(frequency). Actual people or things are placed on grapes
the floor, desk, or paper to display the categories and
counts. The layout of the graph can be in any direction. oranges
The layout here is horizontal.

Pictograph or pictorial graph

A pictograph or pictorial graph involves categories apples
and counts of the number of people or things in a
category (frequency). Drawings or other pictures grapes
are used to display the counts in each category. The
layout of the graph can be horizontal or vertical. The oranges
layout here is horizontal.

Symbolic graphs and tallies

A symbolic graph uses some type of symbol (a tick mark, an X, a happy
face) to display the count in each category. The layout of the graph can be
✔

horizontal or vertical. The layout here is vertical. ✔

When you use tally marks grouped by 5, the ✔

Ways we get to school
symbolic chart used is called a tally chart. ✔ ✔
Car ///
Bus ////
Walk ////
✔ ✔ ✔
Bike ///
✔ ✔ ✔
Taxi //// //
Pencils
Kokis

Pens

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 Grade 3: Data handling
Bar graph
A bar graph involves categories and counts of the number
of people or things in a category (frequency). A bar is
used to display the count in each category. The layout of
the graph can be horizontal or vertical. The layout here is
vertical.

The bars are separated from each other to indicate that the
categories are discrete (non-continuous).
Carroll diagram
Carroll diagrams are rectangular tables that display data in a yes/no way. They
are named in honour of Lewis Carroll, the author of Alice in Wonderland,
who was also a mathematician.

Suppose, for example you have the numbers 1, 2, 3, 4, 5, 6, 7 and you ask if Even Not Even
each number is even. The Carroll diagram would look like this. 2, 4, 6 1, 3, 5, 7
Carroll diagram with 2 criteria.
When learners begin to analyse sets using two or
Even Not Even
more criteria (starting in Grade 3) you can use more
complex Carroll diagrams. Here’s an example of Multiple of 5 10, 20 5, 15
one with 2 criteria. You have the integers from 1 Not a 2, 4, 6, 8, 1, 3, 7, 9, 11,
to 20 and you want to know which are even, and multiple of 5 12, 14, 16, 13, 17, 19
which are multiples of 5. 18

Tables
If you have a lot of data in a list that isn’t organised,
it’s not easy to summarise it at a glance. Often you can see patterns in the
data more easily if, as you collect the information, you record it in a table.

A table has rows and columns for the information. The grid lines may or may
not be displayed. Spreadsheets used in computing are examples of tables.

If you know that all the learners travel to school either by

Ways We Get to School
bus, car, bicycle, walking, or taxi, you can make a table Car Bus Walk Bike Taxi
with the means of transport across the top. Then, when Mpho Lerato Paul Karabo David
you learn how a particular learner arrived that day, you can Thabo Lesedi William Nonhlanhla Steven
Mary Liziwe Ngubo Khaya Kelebogile
record his or her name in the right column. This is a good Elsie Queenie Zami
way to record the data if you want to know not only how Manare Luna
many learners arrived by each method, but also who came Heather
Ayanda
to school with which transport.

Tables are often used to record data when conducting experiments.

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 Grade 3: Data handling

Suggested activities
Examples of data that learners could collect
Kinds of footwear children like Weather chart: how many sunny/ Reading graph 2007
How much different family members weigh windy/rainy days; temperatures, etc. 45 4
Favourite food, fruit or sweets 40 4
Different lengths of clothes, e.g. scarf, pants,

Pages per week

35 8 4
socks, etc. Names of family members 30 8 ; 4
Cleaning materials used at home Names of classmates 25 8 ; 4
Time spent watching TV Healthy or unhealthy food 20 8 n ; 4
Objects that can float/sink Forms of transport 15 8 n ; 4
10 8 n ; 4
What objects are made of, e.g. wood, glass, Shopping list
5 8 n ; 4
plastic, etc. Things to pack for holiday John Lee Mpho Thabo
Favourite colours/ toothpaste/ soap/ fruit/
vegetables/ etc Learners’ eye colours
Weather graph for April (bar graph)
Ages of family members 12

Number of learners
Ages of learners in the class 10
Farm animals, wild animals, pets 8
Ways of transport to school 6
Birthdays of learners / family 4
Different kinds of homes 2
Toys learners have Brown Blue Green
Reading lists of learners
Colour of eyes
Learners who walk to school
How much pocket money learners Transport to school
get in a month bus

Weight of products
Transport

car
Animals, e.g. pets or wild animals
bicycle
Examples of items that could be listed
Favourite ball games walk
Birthday guests taxi
Things to do during the day
0 2 4 6 8 10 12 14 16
Sport activities Number of learners

1. Animal Exploration
Here is an example of an integrated exploration where learners
use data processes, language, art, science and maths skills in
a unit of study on animals.
Think about all the
Activity 1: Animals around us animals you have
Ask learners to think about all the animals they have seen.
ever seen or might see. Learners may have different
ideas of what we mean by ‘animal’. Invite them
to include all the animals they might see – pets,
farm animals, wild animals, pests, birds, mammals,
amphibians, reptiles, insects, spiders, fish. After they
have brainstormed many different animals, have each
child choose one animal to study. Make available
any resources you can collect – books, encyclopedias,
magazine articles, etc. Also encourage them to conduct
their research by interviewing
adults in the community. They will prepare a report on
what they learn.

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 Grade 3: Data handling
Activity 2: Describing our research
Facilitate the children in a brainstorm about the kind of information they
would like to know about these animals. Their list might include:
What is it called?
Where does it live?
What does it eat?
Is it dangerous?
Is it good to eat?
How big is it?
What does it look like?

Encourage the learners to collect and share stories about the animals – either
personal experiences that they learn about from interviews, or traditional
stories about the animals. Discuss the report with each child, clarify any
areas necessary, and allow them time to revise their written work.

Each learner should prepare a card with a picture of the animal he or she is
studying. Be sure the pictures are on cards that are all the same size.
Activity 3: Reporting and sorting
Invite each learner to share his or her findings with the class. This could
take place over more than one day. As they do so, have them put their
picture card of the animal on the board. When all children have reported,
brainstorm what makes some animals alike or different from others – how
can they sort all the animals into categories?
Mammals
Once they have decided on the categories, write them in a
column to the left of the board. Have each child put his or Rodents

her animal next to the name of the appropriate category,

Birds
forming a horizontal pictograph.
Reptiles
Ask them for their thoughts on the graph.
You can cut out cartoon balloons from Fish
paper and write some of their comments
on them. strip to measure ‘fish’ category

Activity 4: Animals in a circle

Start with the top row (mammals). Stretch long strips (made by taping
bird h
together strips of any paper) along the length of the animal pictures for that mammal fis
row. Mark the beginning and end of the row on the paper strip, cut it to
length, and label it with the category, such as ‘Mammals’. Then do the same
with each of the other category rows. Animals we saw this week

Tape the five strips together and form them into a circle. Gather the children
around and spread out the circle on the floor. Mark the centre with a weight,
such as a rock or a cup. Have a child help you stretch a string from the
centre to the point on the paper tape circle where the sections meet. Label
each section with the animal category. Have each learner take his or her
animal from the graph and put it into the appropriate category in the animal
circle.
Dog

Bird
Cat
Rat

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 Grade 3: Data handling
Activity 5: Field research
Assign learners to the task of observing and recording every animal they see
during the course of a week. Be specific about what information they should
collect and how they will record it.
Activity 6: Graphing the group’s observations
Have the learners work in groups and combine their real-world data about
animals. Each group should make a bar graph for their collective data.

When you introduce bar graphs, give learners rows or columns made up of
boxes of equal size. The rows or columns should be separate from each other,
not touching. Have the learner colour in one box for each data point, such
as each time they saw a particular animal.

Encourage learners to title their charts by asking questions about the

graph. Try to keep the focus on the actual content, and help them to
convey it more clearly. The abstract rules for graphing (rules about
scale, axes etc) are not necessary at this level. What is it that they
want to say with this graph?
Does it communicate what they want to say?

Display all the graphs and let the learners talk about the
differences between the data from different groups.
Activity 7: Individual learners’ graphs of their
observations
Working with his or her own data for the week, each learner should decide
how to group it into categories, and explain the reason why. The learners
then make bar graphs of their own animal observations.

Variations and extensions

You can do similar related activities observing plants instead of animals, or
with a smaller category like trees instead of all plants, or with any number
of collections of objects in nature or in the culture of the place where the
learners live.

2. Rubbish!
Learners work in groups. During the course of a week ask learners to
save things they would normally throw away. They can bring things from
home as well as save things from the classroom and school grounds.

Have each group pick ten items from their rubbish

collection. Discuss what kinds of materials the
learners have selected and agree on the categories
to use for sorting. There will probably be a category
for paper and another for plastic. Are there any
other categories with quite a few items? You might want to suggest a category
called ‘other’.

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 Grade 3: Data handling
Have each group make a chart with these categories and decide which What kinds of things do we throw away?
items of rubbish belong in which category.

Display all the graphs so the learners can see all the results together. Ask
each group to think about the things that are thrown away. What are some
things that could be re-used instead of being thrown away, and how could
they be re-used? What are some things that could be recycled – made into
something else? Ask groups to report their ideas to the class. If possible,
use some of the learners’ ideas for re-using and recycling materials.

3. Friendship salad paper plastic ? ? other

• Plan this activity in advance so you can ask families for help in
collecting the pieces of fruit. Ask each child to bring a piece of fruit to
class to share, if possible. Discuss the set of collected fruits. What are some
possible ways to classify the fruit? (colour, shape, size, where it grows, most
popular). Choose a way to sort the fruit and make a graph.
• Make a salad for the whole class with all the fruit. Where possible, have
learners observe the fruit cross-sections. If there are any apples, cut a
horizontal slice to show the star pattern. Ask learners to describe what they
see.
• Do they see any shapes or patterns? Compare how each fruit looks from the
outside to how it looks from the inside. How is it alike and how is it different
from these two points of view?
• What symmetries do they observe from outside the fruit? And from inside?
• Eat the salad together.
• Do a quick opinion survey of who liked the fruit salad and who didn’t. Or
you could ask different questions such as, “Which fruit in the salad did you
like best?” or “Which of these fruits do you eat most often?” etc.
• What if they want to serve twice as many people? Make a table of the
ingredients in the double recipe of fruit salad.
• What if they want to make half as much? Make a table showing how much of
each fruit will go into half of the recipe of the fruit salad.
• Make a table the whole class can read with the names of all the fruits and
the approximate cost. Using a table, have each group find the cost of each
ingredient – 1 whole fruit, the cost for the amount of that fruit in their recipe,
and the total cost of the whole recipe.

The cost of our friendship fruit salad

Fruit Price for one fruit How many used Cost for this ingredient
Banana 2 1_2
Apple 2
1_
Watermelon 2

Mango 1
Total cost of the
fruit salad

4. Calendar activities
Ask each learner to think about a special time of year they enjoy at home.
Give them time to think about why they enjoy that time, and to work on a poster
to share with the class. Have each child speak for a minute or two about their
poster of the time of year they like best.

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 Grade 3: Data handling
5. How much will you grow this school year?
Step one: Estimating and measuring
You will need: rulers, string, scissors, lots of equal sized paper squares.
• Hold up a strip of paper exactly 13 cm (or some other length, but a
whole number of centimetres). Ask the learners to estimate how many
centimetres long the strip of paper is. They must write their estimates in
their books, and also on a paper square. Ask one representative
of one pair to come to the front of the class and hold up their
estimate. Ask the representative of a second pair to come to the
front and stand to the right (from the class’s point of view) if their 15cm
11cm
estimate is larger, and to the left if it is smaller. Ask the rest of the
learners to join the line one by one forming a line with all of the 9cm

estimates in order from smallest to largest. Make a bar graph with

appropriate, evenly spaced intervals on the board, and have the
learners attach their estimates using sticky tape or Prestik.
• Now hand out identical strips of paper exactly 13 cm long to each
pair and have the learners measure them to the nearest centimetre.
They should write down their answers. As they are measuring, walk
from desk to desk and help any learners who need help using the
ruler. In this activity everyone should succeed in getting the same
correct answer. 15cm
• Ask them to imagine and describe what the graph would look like if
all the estimates had been the same. 9cm 11cm
• Now hold up a different strip – longer or shorter - say 10 cm
1-5 6-10 11-15 16-20
exactly, or 15cm. Again, have them guess in pairs, sort themselves
into a line, and then make a graph. Ask and discuss, “How does Centimetres

this graph compare to the last one?”

• Distribute the different length strips and have them measure them to the
nearest centimetre and record the measurement in their books. How
close was their guess to the correct measure the first time? How close was
it the second time? Why was it different?

Step two: How tall will you grow this

Week Height Grown since last Estimate: How tall
year? measurement will I be at week 40?
• Ask the learners to think about how to measure their 1
partner’s height as accurately as possible. How do 10
they know if their measurement is accurate? 20
• Then have them prepare a page in their books to 30
record 5 measurements ( in approximately weeks 40
1, 10, 20, 30, and 40). On a chosen day they will
record their height and how tall they expect to be
by the end of the year (week 40).
• On each of the next measuring days they will record their height on that
day, how much they have grown since the last measurement, and how tall
they now think they will be by the end of the year.
• In week 40, ask each learner whether his estimate improved, got worse, or
stayed the same as the year progressed. They can use whole centimetres,
or fractions of centimetres when they are able.

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 Grade 3: Data handling
Chance and probability
You can integrate graphing activities with games of chance and other
activities that use dice, spinners, and coin flipping. Such games help learners
to develop intuition about probability and chance, concepts they will
encounter in more formal ways in later grades.
Sum dice game
Learners play in pairs.
They will need:
2 dice
1 number strip with numbers from 2 to 12
11 counters for each learner.

2 3 4 5 6 7 8 9 10 11 12

• B
 efore they start playing, learners must think about which numbers the 2
dice are likely to land on for different throws. Then they each place their
11 counters above the numbers on the strip to show their predictions in a
column graph.
2 3 4 5 6 7 8 9 10 11 12
• Once the counters are arranged, players take turns
rolling the dice.
• For each roll, both players can remove one counter from the column of
the number rolled. The first player to clear her or his column graph is the
winner.

Let the learners play the game a few times on different days. Ask them to
keep a record of their arrangements, and of who won. Then ask them to
share their experiences. Which arrangements were the best? Did any totals
come up more frequently than others? Why do they think this happens?

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 Grade 3: Data handling
Vocabulary
If you do not teach in English, use equivalents in your language of instruction.

Grade 1:
• collect, sort, classify, arrange, compare, order
• graph, pictograph

Grade 2 - add the following to the Grade 1 vocabulary:

• tally, list, diagram, Carroll diagram, symbol, table

Grade 3 - add the following to the Grade 1 and 2 vocabulary:

• column, row, bar graph, scale.

Resources
Grade 1:
• things that learners can collect and sort
• daily programme, birthday graph
• measuring tools such as arms, feet, hand spans, bottles, buckets, spoons, balances (scales)
• sorting circles (Venn diagrams), concrete graph, pictograph, number line.
Additional resources for Grade 2 and 3:
• clocks, calendars with important dates, weather chart
• extra measuring tools for distance around a shape and for area such as string and tiles
• tally sheets, Carroll diagram, lists, tables, bar graph.

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Resources
Number cards 344
Clock faces 345
Animal counting cards 346
100s Scatter board 347
Dot cards 348
Spinners 349
Measuring strips 350
Nets - Triangular pyramid 351
Nets - Triangular prism 352
Nets – Cone 353
Nets - Pyramid 354
Nets – Cube 355
Money – 10/20/50 cents 356
Money – 1/2/5 rand 357
Fractions of the hexagon 358
Fractions of the circle 359
Blank number board 360
1 – 100 number board 361
100 – 200 number board 362
201 – 300 number board 363
301 – 400 number board 364
401 – 500 number board 365
Work card 366
Counting objects 367
Work out the number worksheet 368
Word problems worksheet 369
Pattern poster 370
2-D shapes 371
Symmetry 372
2-D shapes and 3-D objects 373
Tangram 374
Grid worksheet 375
Shape worksheet 376
Nets worksheet 377
Time (clock and spinners) 378
Examples of graphs 379
Examples of graphs 380
Visual puzzles worksheet 381
South African stars as calendars 382
Rectangular pyramid net 387
Pentagonal pyramid net 388
Hexagonal pyramid net 389
 Number cards • Resources

page 344
Resources • Clock faces

page 345
 Animal counting cards • Resources

page 346
Resources • 100s Scatter board

ls

l0s

l00s

page 347
 Dot cards • Resources

page 348
Resources • Spinners

page 349
 Measuring strips • Resources

page 350 page 350

Resources • Nets - Triangular pyramid

triangular prism © COUNT 2000

page 351
 Nets - Triangular prism • Resources

Nets - Triangular Prism

page 352
Resources • Nets - Cone

page 353
 Nets - Pyramid Nets - Pyramid • Resources

nets pyramid © COUNT 2000

page 354
 Nets - Cube
Resources • Nets - Cube

page 355
 Money - 10/20/50 cents • Resources

page 356
Resources • Money - 1/2/5 Rand

page 357
 Fractions of the hexagon • Resources

page 358
Resources • Fractions of the circle

page 359
 Blank number board • Resources

page 360
Resources • 1 – 100 number board

page 361
 101 – 200 number board • Resources

page 362
Resources • 201 – 300 number board

201 202 203 204 205 206 207 208 209 210
211 212 213 214 215 216 217 218 219 220
221 222 223 224 225 226 227 228 229 230
231 232 233 234 235 236 237 238 239 240
241 242 243 244 245 246 247 248 249 250
251 252 253 254 255 256 257 258 259 260
261 262 263 264 265 266 267 268 269 270
271 272 273 274 275 276 277 278 279 280
281 282 283 284 285 286 287 288 289 290
291 292 293 294 295 296 297 298 299 300

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 301 – 400 number board • Resources

301 302 303 304 305 306 307 308 309 310
311 312 313 314 315 316 317 318 319 320
321 322 323 324 325 326 327 328 329 330
331 332 333 334 335 336 337 338 339 340
341 342 343 344 345 346 347 348 349 350
351 352 353 354 355 356 357 358 359 360
361 362 363 364 365 366 367 368 369 370
371 372 373 374 375 376 377 378 379 380
381 382 383 384 385 386 387 388 389 390
391 392 393 394 395 396 397 398 399 400

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Resources • 401 – 500 number board

401 402 403 404 405 406 407 408 409 410
411 412 413 414 415 416 417 418 419 420
421 422 423 424 425 426 427 428 429 430
431 432 433 434 435 436 437 438 439 440
441 442 443 444 445 446 447 448 449 450
451 452 453 454 455 456 457 458 459 460
461 462 463 464 465 466 467 468 469 470
471 472 473 474 475 476 477 478 479 480
481 482 483 484 485 486 487 488 489 490
491 492 493 494 495 496 497 498 499 500

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 Work cards • Resources

= 10 = 1 What is the number?_______

= 10 = 1 What is the number?_______

= 10 = 1 What is the number?_______

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Resources • Counting objects

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page 368
In these drawings: = 100 = 10 =1

Work out the number for each box of shapes.

___ ___ ___ ___ ___ ___ ­___ ___ ___­

• Write your three numbers from smallest to biggest.

• Make your own boxes with different numbers of and
• Let your friends write the correct numbers under each box and write the
numbers in order from smallest to biggest and from biggest to smallest.
Worksheet • Resources
Resources • Worksheet

Rashida uses 20c coins to

R3.60 pay for this book.
How many 20c coins does
she use?

5 apples cost R6. R6

How much do
11 apples cost?

The table shows how much pocket money children from three families get.
(a) How much does Child 1 in the Nkosi family get?
(b) How much pocket money do the children from all 3 families get altogether?

Venter Nkosi Patel

family family family
Child 1 R14, 50 R17,50
Child 2 R 4,00 R3,00 R2,75
Total R19,75 R20,25

R15 R12

Two plates of porridge cost R15. One plate of porridge + one cup of tea cost R12.
How much does one plate of porridge cost?
How much does one cup of tea cost?

Busi’s mother gives her some money.

Busi spends R39. She has R14 left.
Which of these sums can you use to work out how
much money Busi’s mother gave her?

39 + 14 = - 39 = 14 14 x 39 = 39 - 14 =

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 Pattern poster • Resources

Wind patterns in the sand. Growing patterns in the

rings of tree logs.

The symmetrical
pattern of a leaf.

Patterns in flower Symmetrical designs in African artefacts.

formations.

Patterns found in different Different Brick patterns.

clothing and textiles. fencing patterns.

Spiral patterns of shells. Folding and weaving paper.

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Resources • 2-D shapes

page 371
 Symmetry • Resources

symmetrical not symmetrical symmetry

rectangle triangle square hexagon

page 372
 circle semi-circle triangle rectangle square

sphere hemi-sphere cube triangular 1_ -sphere

2
square prism prism
Resources • 2-D shapes and 3-D objects

open cylinder closed cylinder edge face corner

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 Tangram • Resources

page 374
Resources • Worksheet

page 375
page 376
Shape

Number
of edges
Number of
corners

5
2 1 2 4 7
4 3 6
1 3 5
Which shapes are ‘ordinary rectangles’? __________

Talk about how these shapes are the same. Talk about how Which shapes are squares or ‘special kinds of rectangles’?
they are different. _________

Which shapes are rectangles? __________ Finish these sentences:

Is shape 2 a rectangle? Why? Why not?________ We call shape 2 a ______ because ______.
Finish this sentence: A rectangle is a shape that has We call shape 4 a ______ because ______.
_________________________.
Worksheet • Resources
Resources • Nets worksheet

Match each net with the 3-D object it folds

into. Write the name for each object.

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 Time • Resources

page 378
Spinner
Resources • Examples of graphs

Concrete object
graph
apples

grapes

oranges

Pictograph apples

grapes

oranges

Pictograph
Number of lunchboxes

8
7
6
5
4
3
2
1
Big Small

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 Examples of graphs • Resources

Symbolic graph

7
6 4
Number of pets

5 4 4
4 4 4 4
3 4 4 4 4
2 4 4 4 4
1 4 4 4 4 4

Kinds of pets

Symbolic graph

Transport to school

= 1 learner

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Resources • Worksheet

Is there more grey or more Which of the two inside

black in the picture, or do squares is bigger, or are they
they have the same area? the same size?

How many of the grey lines would it take to cover the black line?

Which line is longer, or

are they the same?

How many grey lines would it take to go

all the way around the rectangle?

Which vertical line is longer,

or are they the same?

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 South African stars as calendars • Resources

South African stars as calendars

• T
 he group of stars that Europeans call the Seven Sisters, or the Pleiades, is a sign in many parts of Africa that
the rain is about to begin. Another name for the Pleiades is isiLimela which means the `digging stars’, because
when they first appear in the sky it is time to begin hoeing the ground. Xhosa men used to count their years of
manhood from the time in June when isiLimela first became visible. In the language of the Khoikhoi and San
the same stars are called Khuseti or Khunuseh which means rain stars. Their appearance indicates the rainy
season is near and a new year is beginning. Because of this the Pleiades are considered friendly. When the
Pleiades appear in the east, babies are lifted by their mothers and presented to the stars and the children are
taught to stretch their hands toward them. The Sotho call them Selomela, and they know that when they rise
in the east, there will be frost and the leaves will fall from the trees.

• T
 he bright stars of the pointers and the southern cross are seen as giraffes by many cultures. Among the Venda
the giraffes are known as Thutlwa, which means `rising above the trees’. In October the giraffes skim above the
trees on the evening horizon, reminding people to finish planting.

• F or the Tswana, the stars of Orion's sword are `dintsa le Dikolobe’, three dogs chasing the three pigs of
Orion's belt. Warthogs have their litters while Orion is prominent in the sky – frequently litters of three.

• O
 ther stars tell when certain foods will be ready to eat. The bright star the Europeans call Canopus is called
`ants' egg star’ by some peoples because it appears in the sky when the eggs are ready to eat. The Sotho
called the same star Naka (the horn), or E a dishwa (it is carefully watched). Sotho men used to camp in the
mountains, where they made fires and watched the early morning skies in the South, because they believed
that the first person to see the star would be very prosperous that year, and would have good luck for the
rest of his life. The chief would give the lucky man a heifer. However, if Canopus is seen in May with a very
intense light, it means the frost will be very hard.

• A
 mong the Venda, the first person to see the same star, which they call Nanga, in the morning sky, climbed
a hill and blew a sable antelope horn (phalaphala). Among the Mapeli, the first person to see the star
would begin ululating loudly enough to be heard in the next village, where everyone would then join the
noisemaking to send the news to other villages, each in turn, until all knew Canopus had been seen.

• F or Swazi and Zulu skywatchers, iNqonqoli or Ingongoni (Spica) was a star associated with wildebeest, whose
calves were born in the season when the star rose just before the sun and the morning star.

• T
 he Small Magellanic Cloud is a fuzzy object in the sky which astronomers now know is a galaxy, is known
as mo'hora le tlala, which means `plenty and famine’. If dry dusty air made it appear dim, there would be
famine in the near future.

Star lore
When a particular star appears along with a certain event, it sometimes looks as if the star is actually causing
the event to happen. Many cultures perform rituals to ask the stars to provide what they need, and have created
stories of how gods or ancestors were turned into stars.

• T
 he Khoikhoi and the San believe that when rain is accompanied by lightning, girls who are out in the open
are struck by the lightning and are turned into stars. Therefore young unmarried women and girls must hide
themselves from the rain.

• T
 hey say that a girl child of the old people had magical powers so strong that when she looked at a group of
fierce lions, they were immediately turned to stars. The largest are now the stars in the Orion's belt.

• A strong-willed girl became so angry when her mother would not give her any of a delicious roasted root
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Resources • South African stars as calendars

that she grabbed the roasting roots from the fire and threw the roots and ashes into the sky, where the red and
white roots now glow as red and white stars, and the ashes are the Milky Way.

• A
 ccording to the Namaquas, the Pleiades were the daughters of the sky god. When their husband shot his
arrow at three zebras, it fell short. He dared not return home because he had killed no game, and he dared
not retrieve his arrow because of the fierce lion that sat watching the zebras. There he sits still, in the sky,
shivering in the cold night and suffering thirst and hunger.

• T
 o Xhosas, the Milky Way seemed like the raised bristles on the back of an angry dog. Sotho and Tswana
saw it as Molalatladi, the place where lightning rests. It also kept the sky from collapsing, and showed the
movement of time. Some said it turned the Sun to the east.

The sun through the seasons

• T
 he rising point and setting point of the sun moves north and south during the year. The sun reaches it’s
most northern point in June and its most southern point in December. Xhosa call these solstices `injikolanga’,
`the turning back of the sun'. Royal Swazi villages had specialists to observe the sun and determine their
exact date. Ceremonies were scheduled according to the astronomer’s observations rather than the Western
calendar.

The stars as a calendar

Our ancestors used the stars to tell the date. How?

Do this activity to help learners understand how the annual motion of the earth around the sun causes us to see
different stars in different seasons. It should be done outdoors because you want as much space as possible to
put the constellations in a very large circle.

Assign one learner to be the sun, who will stand in the centre of the circle. Make 12 large labels with the names
of the months on them and place them around the sun in a circle.
They should be arranged clockwise from January through December. This circle represents the path of the earth
around the sun during the year.

Make posters with the names and pictures of the constellations of the zodiac. Attach these posters to string.
Assign 12 learners to hold up the constellations in as big a circle as possible. Each constellation will hang from
the string stretched between 2 learners.

Have one learner stand at the position of the

earth in March (at the March label). Ask the
learner
• Look at the sun. Which constellation is
behind it? (Aquarius)
• Can you see the constellation Aquarius in
January? (No because it is in the same part
of the sky as the sun so it is in the sky during
the daytime.)
• Have the learner rotate clockwise (put
his left hand on his chest and turn in the
direction of his fingers) until his back is to
the sun. What constellation does he now
see? (Leo)

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 Archimedes • Resources

• C
 an we see Leo in March? (Yes, because it is opposite
the sun, so it will be highest in the sky at midnight.)

• D
 uring the night the stars are rising and setting. We
can see all the stars that are in the sky when the sun is
not. If we can see the sun we can’t see the stars because
the sun is so much brighter. Ask the learner to turn to
face the sun, and then slowly rotate clockwise, always
looking straight ahead. When can he no longer see
the sun? Which constellation is the first one he can see
after he can no longer see the sun? Ask him to continue
naming constellations he can see as he continues to turn
until he can once again see the sun.

Next ask the learner to move to June and ask the same
questions, then to September and December.

Allow other learners to try, and then change roles so that the
learners who are holding the constellations and serving as
the sun have a chance to be the earth.
Zodiac signs
The purpose here is to give learners a qualitative sense of
why we see different stars at different seasons, and how
Constellation
stars can tell us what season we are in. We are not asking
Month Sun appears opposite the
them to remember which constellation they can see in
in sun
which time of year.
Jan Sagittarius Gemini
The information in this table is provided only to help Feb Capricorn Cancer
you set up the demonstration correctly. It reflects the Mar Aquarius Leo
astronomical path of the sun today. The dates when the Apr Pisces Virgo
sun appears in a given constellation are a little different May Aries Libra
from the dates used in astrology because the system used June Taurus Scorpio
by astrologers was developed thousands of years ago and July Gemini Sagittarius
the path of the sun has shifted a little bit since then. Aug Cancer Capricorn
Sep Leo Aquarius
Oct Virgo Pisces
Eureka! Nov Libra Aries
Have you ever heard of an “absent-minded professor”? Dec Scorpio Taurus
To be a great thinker you have to concentrate and focus
on a problem, and not be distracted by other things. In
fact, sometimes, some especially good thinkers get so
interested in an idea they are working on that they forget about some of
the ordinary things that everyone else remembers.

Archimedes was a mathematician who lived more than 2 000 years ago in
a Greek city called Syracuse. Because he was a very good thinker, his king,
King Hiero, often asked Archimedes for help.

Once King Hiero gave a goldsmith (someone who makes things out of
gold) a lot of pure gold to make him a crown. The goldsmith took the
gold and brought back a beautiful crown in the shape of a ring of delicate

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Resources • Archimedes

gold leaves. The crown was finely made and beautiful. King Heiro saw that
the goldsmith was a skilful artist. But was he honest? The king weighed
the crown and saw that it was the same weight as the gold he had given to
the goldsmith. But still he wasn’t sure. Was the crown really solid gold, or
could the goldsmith have kept some of the gold and secretly replaced it with
an equal weight of some less expensive metal, like silver, in his crown?

The King’s advisors told him the only way to be sure would be to melt down
the crown and see if it was all gold, or if there was something else mixed in.
He thought that was a terrible idea. So he asked Archimedes if he could
think of another way to find out.
A real gold crown of leaves made
Archimedes wanted to help King Heiro, so he started to think about it. When
in Syracuse about the time that
Archimedes was thinking about an interesting maths problem he put his
Archimedes lived.
whole mind into it. Sometimes he liked to think about things in the bath. That
night when he filled up his bathtub he was thinking about the king’s crown,
so he didn’t notice that he filled the bathtub to the very top. When he got in
water spilled out and went all over the floor.

Now an ordinary man might have been annoyed at this, and would surely
have stopped his day dreaming to clean up the spilled water, but not
Archimedes. He was a thinker. He thought, “What makes the water spill
out when I get into the tub? Of course, I am taking up some of the room
that the water was taking up. So the water has to get out of the way to
make room for me. So, exactly how much water has to spill out? The water
that spills out will take up exactly the same amount of space as the part of
my body that’s under water.”

“Eureka!” Archimedes said to himself. Eureka is a Greek word that means

“I have found it.” He said ‘Eureka’ because he had found the solution
to the problem of the king’s crown. They knew the crown had the same
weight as the gold the king had given to the goldsmith. But Archimedes
had just discovered a way to measure the crown’s volume, without harming
the crown. If he put the crown in a bowl filled to the top with water and
measured how much water spilled over he would know exactly how much
space the crown took up. If it was made of pure gold, it should have exactly
the same volume as the gold the king had given the goldsmith. If it wasn’t
pure gold, more water would spill out because other metals, like silver, take
up more space for the same weight.

Archimedes was thrilled that he had solved the king’s problem. He dashed
out the door to run to tell the king. He ran down the streets of Syracuse
shouting “Eureka!” (I have found it!).

It was truly a great moment in the history of maths. And a funny moment,
too, because Archimedes was so excited about his discovery that he had
forgotten to put his clothes on!

Archimedes arrived to tell the king the good news. The king was pleased and
asked Archimedes to test the crown – after he put on some clothes!

First he put the exact number of gold pieces the king had given to the
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 Archimedes • Resources

goldsmith into a bowl full of water to see how much overflowed. Then he took out the gold and put in the crown.
If the crown was made of pure gold it would take up exactly the same amount of space as the gold pieces and the
water would just reach the rim. But each gram of silver takes up almost twice as much space as gram of gold. So,
if some of the gold had been switched for the same weight of silver more water would overflow. And it did!

The naughty goldsmith had to give back the gold he had stolen from the king, and for the rest of Archimedes’
life the king called on him for help with many different kinds of problems. In his lifetime Archimedes was famous
amongst his neighbours for being an ‘absent minded professor’ – concentrating so much on his ideas that he often
forgot to pay attention to the ordinary things like eating and sleeping, and once even forgetting to put on clothes
before going to see the king. Today he is remembered as a brilliant inventor and a genius in mathematics, science
and engineering. Archimedes’ good concentration made him one of the greatest thinkers ever.

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Resources • Rectangular Pyramid Net

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 Pentagonal Pyramid Net • Resources

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Resources • Hexagonal Pyramid Net

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