Mental Maths · 2017-02-10 · Mental Maths lessons are used to practise vital maths skills and thinking strategies which will aid the learner when solving problems. CLASSROOM ORGANISATION

Mental MathsTeacher’s Guide

ANN GROENEWALD l ZELDA PENNY

Introduction to Mental MathsWhat is Mental Maths?Mental Maths is a quick, interactive session at the beginning of each maths lesson. It involves the wholeclass. The learners are actively involved and they are made to think. Learners are made aware of theintended outcome.

Mental Maths teaches learners to think about sums and how they must do them. They practise skills anddiscuss what they are doing. In this way they develop more sophisticated number strategies and are ableto solve number problems with greater ease.

In order to solve problems mentally a learner must have:• a good number concept

(recognise, describe and represent numbers and their relationships)• count with confidence• a good understanding of the concept of addition and subtraction

(calculate and check)

All the above-mentioned aspects are practised in this teacher’s guide.

WHERE DOES MENTAL MATHS FIT INTO THE CURRICULUM?The Revised National Curriculum requires that learners perform mental calculations.

Learning outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPSThe learner will be able to recognise, describe and represent numbers and their relationships, and tocount, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.11 requires that the learner be able to perform mental calculations involving addition and subtraction of numbers to at least 10 (Grade 1), 20 (Grade 2), 50 (Grade 3).

WHERE DO I FIND TIME TO DO MENTAL MATHS?It is suggested that the first 10 minutes of every Maths lesson be allocated for this purpose. A suggestedtime allocation is as follows:

It is important that we do not see a Mental Maths lesson in isolation. It must form part of the whole learningexperience. Learners with problems can easily be identified during a Mental Maths session. This group oflearners can then be provided with extra time to master the relevant outcome. This requires that theteacher have a good understanding of the learning outcomes as stipulated in the Revised NationalCurriculum.

WHAT STRATEGIES AND SKILLS CAN WE SHARPEN AND REHEARSE IN A MENTAL MATHS LESSON?Mental Maths lessons are used to practise vital maths skills and thinking strategies which will aid thelearner when solving problems.

10 minutes Mental Maths – Counting activity– Rehearse mathematical skills– Problem solving in context

45 minutes Main teaching session(whole class, individual, group, pairs)

5 minutes Plenary session – Discussion of the days work

5

Mental Maths lessons are used to practise vital maths skills and thinking strategies which will aid thelearner when solving problems.

CLASSROOM ORGANISATION FOR A MENTAL MATHS LESSON1. A brisk pace must be maintained. Mental Maths lessons are only ten minutes.

2. The lesson must get off to a clear start. Make the purpose of the lesson and your expectations clearto the learners.

3. Learners must know the rules.• NO SHOUTING OUT.

Learners sit at desks and all work simultaneously. When they have the answer they must hold theirthumb/number card up to their chest. Nobody may give the answer until teacher gives the sign.This enables all the learners enough time to find the answer.

• LEARNERS MUST ALL GIVE THE ANSWER AT THE SAME TIME.When the teacher gives the sign all the learners hold up their answers. Other means of givinganswers to problems are number cards, hundred block, number line, pencil and paper, chalk boardand chalk or Zam cards.

4. Discussion must take place.Learners figure out new facts from those already known by discussing alternative calculating strate-gies. Learners must explain the mental strategies they used. Correct mathematical vocabulary mustbe used.

5. Learners must not help each other.

If a learner makes a mistake the teacher must give him/her advice so that the mistake can be corrected.This aspect can then be dealt with in the main maths lesson.

COUNTING (in all forms) • Count a collection of objects• Count on and back from a given number• Count in intervals of 2's, 5's and 10's

NUMBER CONCEPT Location of numbers:• order numbers• compare numbers• describe numbers• place valueStructure of numbers:• building up numbers• breaking down numbers• halving and doublingNumber names and number symbols

CALCUALTIONS Thinking strategies to solve + and - problems• Concept of addition and subtraction• Number pairs• Counting forwards/backwards• Rearranging numbers• Compensation• Halving and doubling• Breaking up numbers

6

How to use this guide

8

Eight weeks of activities have beenplanned for each term.Assessment standards

A wide variety ofinteresting activitiesthat promote consolidation ofthinking strategies

A smiley face is used to indicate theintroduction to a newthinking strategy.

Reference to correspondingWorkbook pages

Reference to required apparatus

Time allocation

Assessmentsuggestions

Word problems presentedin real-life situations.

Copy of picture used to introducenew Thinking Stratagy.

A written assessment is includedin the workbook every four weeks.

Mental MathsTeacher’s GuideGRADE 1

9

Wo

rk S

ched

ule

fo

r M

enta

l Mat

hs:

GR

AD

E 1

TE

RM

1

Skill

s an

d Th

inki

ng s

trat

egie

s to

be

prac

tise

d in

Men

tal M

aths

less

ons

Wee

k 1

Wee

k 2

Wee

k 3

Wee

k 4

Wee

k 5

Wee

k 6

Wee

k 7

Wee

k 8

Rot

e C

ount

ing

0–10

0–10

0–10

0–10

0–10

0–20

0–20

0–20

Cou

ntin

g fo

rwar

ds

from

a g

iven

num

ber

Cou

ntin

g b

ackw

ard

s fro

m a

giv

en

num

ber

Cou

ntin

g in

tens

Cou

ntin

g in

five

s

Cou

ntin

g in

twos

Ord

er, d

escr

ibe

and

com

par

e0–

50–

50–

100–

10

Num

ber

sym

bol

s1,

23,

45

67

Num

ber

nam

eson

e, tw

oth

ree,

four

five

six

seve

n

Con

cep

t of a

dd

ition

and

sub

trac

tion

Num

ber

pai

rs

Cou

ntin

g o

n an

d b

ack

Rea

rran

gin

g n

umb

ers:

Put

ting

big

ger

num

ber

firs

t

Bre

akin

g u

p n

umb

ers:

Fiv

e an

d a

bit

Hal

ving

and

dou

blin

g

Com

pen

satio

n:

Nea

r d

oub

les

Rel

ated

Lea

rner

Wor

kboo

k p

ages

12,

34,

56,

7,8

Ass

essm

ent

one

9,10

1112

13,1

4A

sses

smen

ttw

o

11

Counting Number concept

+ - Thinking Strategies

15

ASSESSMENT STANDARDS Term 1 Week 1Counting:• Use numbers in counting rhymes 0 to 10

Counting rhymesCounting rhymes bring the learners into contact with numbers in an informal way. They do notneed to have any understanding of numbers. This will develop with time. Encourage the learn-ers to do the actions as they say the rhymes. Use well known counting rhymes such as:

FIVE FAT SAUSAGESFive fat sausages frying in a pan(Hold up five fingers)All of a sudden one went BANG!(clap on bang)Four fat sausages, etc.Three fat sausages, etc.Two fat sausages, etcOne fat sausage frying in a panAll of a sudden it went BANG!And there were NO sausages left.

TWO LITTLE DICKY BIRDS(Learners draw two small birds and paste one on each index finger.)

Two little Dicky birds Sitting on a wall

One named Peter The other named Paul

Fly away Peter! Fly away Paul!

Come back Peter! Come back Paul!

FIVE LITTLE SPECKLED FROGSFive little speckled frogsSat on a speckled log Eating the most delicious bugs – YUM YUMOne jumped into the poolWhere it was nice and coolThen there were four green, speckled frogs – GLUG GLUG(Repeat until there are no frogs left)

Challenge the learners to answer questions about each rhyme• Hold up your fingers to show how many sausages were in the pan to start off with. How

many sausages will be left in the pan if you eat two?• There were two Dicky birds. Challenge the learners to find everything on their bodies that

comes in twos e.g. eyes, feet, ears …• Draw five specked frogs, Five little monkeys jumping on the bed.• Complete workbook page 1.

No formal Assessment

CO

NT

EX

T 5

min

.

WO

RK

BO

OK

PA

GE

1

RA

PID

RE

CA

LL

5

min

.

FIVE LITTLE DUCKSFive little ducks went swimming one dayOver the hills and far awayMother duck said: “QUACK, QUACK,QUACK, QUACK.”Repeat for four, three and two littleducks …One little duck went swimming one dayOver the hills and far a wayMother duck said: “QUACK, QUACK,QUACK, QUACK.”

FIVE LITTLE MONKEYSFive little monkeys jumping on the bedOne fell off and bumped his headMummy phoned the doctor and thedoctor said:“No more monkeys jumping on thebed!”Four little monkeys …Three little monkeys…Two little monkeys …One little monkey …

21

ASSESSMENT STANDARDS Term 1 Week 6Counting: Number concept:• Count forwards in ones 0–20 • Know and read number symbol 6

• Read number name ‘six’

Counting in ones 0 to 20Beads• Learners count rhythmically as the teacher pushes over the beads.• Learners count using their own string of beads.Everyday objects• Count everyday objects in class, e.g. pencils in pencil case, books on bookshelf, pages in

reading book.

Know and read number symbol 6

Read number name ‘six’Key card• Introduce 6 using key card picture of 6 pineapples.Bead frame• Challenge the learners to push over 6 beads in different

ways on the bead frame.Dot cards• Compare the different formations for six using the dot

cards. Flashcards• Introduce number symbol , number name , dot representation Learner beads• Let the learners push over six beads on their own string.Number line (100)• Find six on the number line. What comes before/after 6?

What is one more/one less than six?Blank number line• Challenge the learners to find the correct position of six

0 6 10on a blank number line and motivate their decision.

Workbook page 11

• • •• • •six6

Use whole numbers in real-life situations• Hold up 6 fingers/clap 6 times/take 6 steps.• Find page 6 in different books.• Find sixes in a newspaper.• Find out how many are in half a dozen (use an egg box).• Find out how many legs an insect has. Draw insects and lead learners to discover that half of

6 is 3.• Use a dice and see how many sixes you can throw in a minute.

AssessmentNumber names/Number symbols• Read number names one to six.• Read number symbols 1 to 6.• Recognise dot representation of numbers to 6.

CO

NT

EX

T 2

min

.

WO

RK

BO

OK

PA

GE

11

RA

PID

RE

CA

LL

2

min

.T

HIN

KIN

G S

TR

AT

EG

IES

6 m

in.

32

ASSESSMENT STANDARDS Term 3 Week 1Counting: Number concept: Calculations:• Count forwards in ones • Recognise and read number • Know number pairs that make

0–30 symbols 0–20 5, 6, and 7• Count backwards in ones • Know and read number names

20–0 0–10

Counting forwards in ones 0–30

Counting backwards in ones 20–0• Learners practise counting forwards and backwards in ones using the beads, number line

and the number block. (Counting must be done aloud and rhythmically)• FUN COUNTING ACTIVITY – BODY PARTS

Learners count and keep rhythm with body part e.g. clap hands, stamp foot, nod head,bump hips, slap knees/thighs, tap toes.

Recognise and read number symbols 0–20Number line/number block/Zam cards• The teacher points at a number on the number line, blank number block and learners identify

the number. • The teacher asks learners to find a specific number e.g. 14 on the number line/number

block/Zam cards.

Know and read number names (0 – 10)Zam cards• The teacher writes a number name e.g. on the board and the learners hold up the

corresponding number e.g. , using their number cards or Zam cards.

Workbook page 30

3

three

Know the number pairs for 5,6,7 (revision)Mat number line• Use the mat number line and mark the targeted number with a stick e.g. 7. Learners throw

a bean bag and then say how many blocks they still need to move on to get to the targetednumber. Learners must describe what has happened e.g. the bean bag landed on three andI needed to move on 4 blocks to get to seven.

• Practise number pairs of5, 6, and 7 using beads, number cards,dot cards, dice and number line.

Workbook page 31Knowledge of number pairs to solve problems (mental calculations)Capacity: The bowl holds seven cups of water. I pour in 2 cups.How many cups do I still need to add to fill the bowl?Length: A string is seven hands long. I cut off a piece that is 4 hands long. How long is thepiece of string that is left?Mass: My glue has the mass of seven stones. And my sharpener has the mass of 5 stones.How much greater is the mass of my glue?

Repeat these problems for number pairs of 5 and 6.

No formal assessment

CO

NT

EX

T 2

min

.

WO

RK

BO

OK

PA

GE

S 3

0,31

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 6

min

.

41

ASSESSMENT STANDARDS Term 4 Week 2Counting: Calculations:• Skip-counting in tens and fives 0–100 • Perform mental calculations using thinking

strategy “five and a bit”

Counting in fives and tens 0–100Beads• Learners count rhythmically as the teacher pushes over the beads.

COUNTING IN FIVES• Challenge different groups to count e.g.: boys, girls, children wearing jerseys.Learner beads• Repeat these activities, but let the learners count on their own string of beads.

Introduction to thinking strategy ‘five and a bit’Zam spots a nest of chicks. He sees there are five yellow chicks in thenest and two red chicks outside the nest. He says: “Aah that is easy tocount – there are five and a bit.” He sees five and counts on six, seven.

5 and 1 makes 6 5 and 3 makes 8

BeadsFIVE AND A BIT WITH BEADSTeacher pushes over 7 beads. Learners can clearly identify by looking at the colours thatseven is made up out of five and two. Learners say: “Five and two is seven”.• Repeat with other numbers

Workbook pages 50, 51

Use knowledge of “five and a bit” to solve problems• You have five sweets. Granny gives you two more. How many sweets do you have now?• Tim has 5 marbles and he wins 4 more. How many does he have now?

Explain own solutions to problems.

AssessmentFive and a bitUse flashcards to test learners individually.5 + 1 5 + 2 5 + 3 5 + 4 5 + 5(They must count forwards from the five)

CO

NT

EX

T 2

min

.

WO

RK

BO

OK

PA

GE

S 5

0,51

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 6

min

.

It is easy to add the chicks. I see five and a bit.☺

Record page Grade 1: Assessment of Counting skills

48

Counting skillsNames of Learners Comment

Coun

t at

leas

t 34

obje

cts

corr

ectl

y

Coun

ting

in t

ens

0–10

0

Coun

ting

for

ward

s0–

100

Coun

ting

bac

kwar

ds0–

100

















5













6


8






Time allocation





Wo

rk S

ched

ule

fo

r M

enta

l Mat

hs:

GR

AD

E 2

TE

RM

1Sk

ills

and

Thin

king

str

ateg

ies

to b

e pr

acti

sed

in M

enta

l Mat

hs le

sson

sW

eek

1W

eek

2W

eek

3W

eek

4W

eek

5W

eek

6W

eek

7W

eek

8

Rot

e C

ount

ing

0–10

00–

100

0–10

0C

ount

ing

forw

ard

s fro

m a

giv

en n

umb

er0–

500–

100

0–10

0C

ount

ing

bac

kwar

ds

from

a g

iven

nu

mb

er20

–050

–080

–0

Ord

er, d

escr

ibe

and

com

par

e0–

200–

300–

30

Pla

ce v

alue

0–20

0–30

Num

ber

sym

bol

s0–

300–

500–

80

Num

ber

nam

es0–

100–

200–

30

Num

ber

pai

rsIn

trod

uce☺

☺☺

☺☺

☺☺

☺

Cou

ntin

g fo

rwar

ds

and

bac

kwar

ds

Intr

oduc

e☺☺

Com

pen

satio

n: N

ear-

zero

dou

ble

sIn

trod

uce☺

Com

pen

satio

n: N

ear-

dou

ble

sIn

trod

uce☺

Rea

rran

gin

g n

umb

ers

Intr

oduc

e☺☺

Ad

din

g a

nd s

ubtr

actin

g m

ultip

les

of te

nIn

trod

uce☺

☺

Ren

amin

g: F

illin

g th

e te

n

Ren

amin

g: T

akin

g a

way

the

ten

Ren

amin

g: A

dd

and

sub

trac

t tw

o-d

igit

num

ber

s

Cou

ntin

g in

gro

ups

of 2

’s, 5

’s 1

0’s

10–1

005–

100

2–10

010

–100

5–10

02–

100

5–10

02–

100

Dou

blin

g a

nd h

alvi

ngIn

trod

uce☺

☺☺

☺

Mul

tiplic

atio

n of

one

-dig

it nu

mb

ers

Com

mon

frac

tions

Intr

oduc

e☺

Tab

les

53

Counting Number concept + - Thinking Strategies ×- Thinking

Strategies

71

ASSESSMENT STANDARDS Term 1 Week 8Count: Number concept: Thinking strategies for calculations:• Count forwards from a • Know number symbols 0–80 • Know number pairs to 10

given number 0–100 • Know number names 0–30 • Use knowledge of near doubles• Count backwards from to solve problems

a given number 30–0 • Use knowledge of rearranging• Count in twos 0–100 numbers to solve problems

• Explain own solutions to problems

Counting forwards from a given number 0–100Number lineThe teacher points to a number on the number line e.g. 72. The learners identify the number,but do not say it.They count on aloud 73, 74, 75 …

Counting backwards from a given number 30–0Number lineRepeat the above activity, but count backwards in the specified number range.

Count in twos 0–100Number block/Number lineLearners count in twos as the teacher points to the numbers on the number block/number line.

Know number symbols 0–80 (Workbook page 17)Number funThe teacher says a number in the range 0 to 80 e.g. 73. The learners write the number symbol.

Know number names (0–30)Dot cardsThe teacher puts up some dot cards on the board e.g.

The learners add the total value of all the dotcards e.g. 23 and write the number nametwenty three.

Use knowledge of number pairs to solve + and – problemsBead frameThe teacher pushes over ten beads. She covers up some. The learners must use theirknowledge of how many beads they see and that there are 10 beadsaltogether to determine how many are hidden. e.g. u + 6 =10.

Repeat the activity for number pairs of 5, 6, 7, 8. 9.• Learners must explain their solutions.

Use knowledge of rearranging numbers to solve + and – problems 0 to 30(Workbook page 17)BeadsLearners work in groups of 3. Each with an individual string of beads. The teacher writes aproblem on the board e.g. 5 + 6 + 5. The learners arrange the beads in different ways and writesums for each formation. e.g. 5 + 5 + 6 6 + 5 + 5Let the learners discuss which formation is the easiest to work out and why. Repeat with manydifferent examples e.g. 9 + 1 + 7/8 + 12 + 1/7 + 9 + 3

WO

RK

BO

OK

PA

GE

17

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

m m m m

m m

m m m m

m m m m

m m

m m m m

m m m

72

☺(Workbook page 18)LET’S TALK: Introduction to thinking strategy “neardoubles”One of the most useful strategies in addition is the use of neardoubles. Learners must have a very good concept of doublingbefore this strategy can be introduced.

Zam makes another visit to the flower sellers. He sees that theone bunch has 5 flowers and the other bunch has 6 flowers. “I know how many flowers there are,” says Zam.” It is almost double 6 and then I take 1 away”.Let the learners discover that they could also have said 5 + 5+ 1.

Discuss other near doubles e.g. 7+6/8+7/10+9/9+8

Use thinking strategies to solve real-life problems• Zam goes shopping. He has 3 apples, 4 peaches and 7 bananas in his trolley. How many

items does he have altogether?• Zam buys 7 red pens and 8 blue pens. How many pens does he buy altogether?• Zam wants to buy books. The one book costs R5 and the other book costs R6. How much will

Zam pay for both of the books.

Write different combinations of coins on the board and let thelearners rearrange them into the simplest way to work out thetotal value e.g. R5 + R5 + R2 + R1 = R10 + R3 = R13

ASSESSMENT

Assessment 2 (Workbook page 19)

Application of strategies taught during the term to solve problems e.g., • Rearranging numbers• Doubling and halving• Near doubles• Adding and subtracting multiples of 10• Counting forwards and backwards

TH

INK

ING

ST

RA

TE

GIE

S (

con

t.)

5 m

in.

CO

NT

EX

T 2

min

.

Use knowledge of near doubles to solve + problems 0–20

81

ASSESSMENT STANDARDS Term 2 Week 6Count: Number concept: Thinking strategies for calculations:• Count backwards from a • Know number symbols • Know number pairs to 13

given number 40–0 0–130 • Work with common fractions• Count in twos 0–100 • Know number names 0–40

Counting backwards from a given number 40–0Number blockThe teacher points to a number on the number block e.g. 33. The learners identify the numberbut do not say it. The teacher asks the learners to count back a specific number e.g. 3. Theycount aloud e.g. 32, 31, 30.

Count in twos 0 to 100Number blockCount in twos.

Know number symbols 0–130 (Workbook page 32)Learners take turns to say a number in the number range 0–130. The rest of the learners writethe number symbol.

Know number names 0–40 (Workbook page 32)Repeat the above activity in the number range 0–40. The learners must now write the numbernames.

Know number pairs of 0–13 (Workbook page 32)Number cardsThe learners set out their number cards from 0 to 13. The teacher instructs them that they aregoing to make all numbers equal to 13. She writes a number on the board e.g. 10. The learnershold up the number that must be added to 10 to make 13 (10 + 3 = 13).Repeat the activity for number pairs of 5, 6, 7, 8, 9, 10, 11, 12.

Working with common fractions (Workbook page 33)Word problemsThe teacher presents problems. Learners draw pictures to solve them.• What is 1/2 of 16 sweets?• What is 1/4 of 12 sweets?

Use thinking strategies to solve real-life problemsChallenge the learners to solve the following problems:• Farmer Pete has 18 bales of straw. He sells half of the bales to his neighbour. How many bales

does he have left?• Farmer Pete has 14 carrots and 4 horses. Can he share the 14 carrots equally between the

4 horses?• Farmer Pete has 13 cows altogether. There are 4 cows in the field, how many cows are in the

shed?

ASSESSMENT

Number names 0–40The teacher flashes the number names in the specified number range and the learners in the groupshow the correct number symbol on their Zam cards.Number symbols 0–130The teacher says a number in the specified number range and the learners write down the number symbol.Counting backwards from a given number 40–0The teacher flashes a number in the specified number range. Each learner counts back from the givennumber.Common fractionsThe teacher writes a problem on the board e.g. 1/2 of 12; 1/4 of 16 and the learners show the answersusing their Zam cards.

WO

RK

BO

OK

PA

GE

S 3

2,33

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.C

ON

TE

XT

2 m

in.

mmm mmm

mmm mmm

mm mm

mmm mmm

mmm mmm

94

ASSESSMENT STANDARDS Term 3 Week 5Count: Number concept: Thinking strategies for calculations:• Count forwards from a • Identify place value 0–60 • Discover number pairs of 17

given number 0–170 • Use stategy of near-zero answers• Count in fives 0–200 to solve problems

• Multiplication of one-digit byone-digit number

Counting forwards from a given number 0 to 170 (Workbook page 50)MagazinesLearners work in pairs. One learner opens a magazine at random and identifies the pagenumber e.g. 126. His partner counts on from this number e.g. 127, 128, 129.

Counting in fives 0 to 200Number blockCount aloud in fives as the teacher points at the multiples of five on the number block.

Identify place value 0 to 60 (Workbook page 49)Blank number blockThe teacher asks a learner to come forward and write a specific number e.g. 57 in the correctspace on the blank number block. He must motivate his answer e.g. 57 comes in the fifth row.Each row represents ten and 57 has 5 tens. It will be in the seventh column because it has 7 ones.

Discover number pairs of 17 (Workbook page 49)Repeat activities as for term 2 week 1

Using strategy of near-zero answers to solve problems(Workbook page 49)Number lineThe teacher gives the learners two consecutive numbersto compare on a number line. e.g. 15 and 16. The learnersmust compare the numbers and then ask questions like: • What number is bigger?• By how much is the number bigger?• What is the difference between the numbers?The teacher asks the learners to solve the problem 16 – 15 and to explain how they gottheir answer.Repeat with other numbers such as 14 – 13, 19 – 18, 23 – 22.

Blank number line/number blockAsk the learners to plot a number e.g.17 on a blank number line. Give them a second numberclose to this number e.g. 15, to plot on the same number line. Allow learners to suggest reasonsfor plotting the number in the specific spot.

Introduction to thinking strategy: Multiplication of 1 digit by 1 digit numbers(Workbook page 50)Let’s talk: Zam loves watching the bicycles go by.

Count in twos to see how many wheels there arealtogether.

Each bicycle has 2 wheels. There are 10 wheelsaltogether.

WO

RK

BO

OK

PA

GE

S 4

9,50

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

13 14 15 16 17 18

seventeen

95

Show learners how to write the sum.

2 x 5

The teacher draws 2 more bicycles on the board.

Calculate how many wheels there are altogether.

Repeat with 2 x 3, 2 x 6, 2 x 4, 2 x 8, 2 x 9, 2 x 10

Use thinking strategies to solve real-life problemsNumber pairs of 17• I have eaten 10 sweets. There were 17. How many do I have left?• There are 17 children in the choir. 14 are girls. How many are boys?

Near zero• I have 25c. The sweet costs 24c. How much change do I get?• There are 19 boys in our class. 17 are wearing jerseys. How many are not wearing jerseys?

Multiplication 1 digit by one digit• How many legs do 6 ducks have?• How many ears do 5 elephants have?• How many arms do 9 children have?

ASSESSMENT

• Counting in twos, fives and tens• Counting forwards in ones 0 to 170• Counting backwards from 50

The teacher listens to learners’ counting ability and records the outcome.

TH

INK

ING

ST

RA

TE

GIE

S (

con

t.)

CO

NT

EX

T 2

min

.This number tells you thateach bicycle has 2 wheels

This number tells you howmany bicycles there are

This sign means you mustadd 2 + 2 + 2 + 2 + 2

100

ASSESSMENT STANDARDS Term 3 Week 8Count: Number concept: Thinking strategies for calculations:• Count forwards from a • Know number symbols 0–170 • Know number pairs of 17

given number 0–200 • Rearrange numbers to solve• Count backwards from a addition problems

given number 0–100 • Work with common fractions• Count in twos 0–200 • Discuss own solutions to problems

Counting forwards from a given number 0–200Zam cardsLearners work in pairs. One learner reveals a number using Zam cards.

His partner counts on from the number 137, 138, 139, …

Counting backwards from a given number 0–100Repeat the above activity, but this time learners count backwards in the specified range.

Counting in twos 0–200Number lineCount aloud in twos as the teacher points at numbers on the number line.

Know number symbols 0 to 170 (Workbook page 56, 58)Zam cardsThe teachers challenges the learners to find a specific number using the Zam cards.Number blockTeacher points at a number on the number block and learners write the number name.

Know number pairs 0–17 (Workbook page 56)RulersThe teacher tells the learners that they are going to make all numbers equal to 17. She asksthem to find a number e.g. 6 on their rulers and then count on to 17. Write the number sentencee.g. 6 + 11 = 17Repeat with other numbers (11, 12, 13, 14, 15, 16)

Use strategy of rearranging number to solve addition problems 0–20Sums on flash cardsThe teacher refers to the key card with pictures of soccer jerseys and explains why it is easier toput the bigger number first when solving an addition problem. She shows sums on flash cards.Learners use Zam cards to reveal the answer.

Challenge the learners to rearrange the numbers, solve the problems and write the numbersentences.• There are 3 lanes of traffic. In one lane there are 6 cars, In the next there are 2 and in the last

there are 4 cars. How many cars altogether? 6 + 2 + 4 = 6 + 4 + 2 = 12.• There are 3 tills open at the supermarket. There are 12 people in the first queue, 7 in the

second and 8 in the third. How many people are there altogether?• There are 3 taxi’s parked at the rank. There are 13 passengers in the red taxi, 9 passengers in

the blue taxi and 7 passengers in the black taxi. How many passengers are there altogether?Remember there are different ways to arrange the numbers.

• Discuss the outcome.

Working with common fractions (Workbook page 57)Word problemsThe teacher presents a problem orally. Learners draw pictures to find the solution.• Share 13 vienna sausages between 2 children.• Share 18 vienna sausages beween 4 children.

1 + 154 + 162 + 177 + 123 + 14

WO

RK

BO

OK

PA

GE

S 5

6,57

,58

RA

PID

RE

CA

LL

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

3 61

101

Use thinking strategies to solve real-life problemsNumber pairs• Red Team score: Tim scored 7 runs and Ted scored 8 runs.• Blue Team score: Anna scored 8 and Nina scored 6.• Which team won?

Rearranging numbers• The red team ran around the track 5 times, the blue team ran around 3 times and the white

team also ran around 5 times.How many laps did they run altogether?

Common fractions• Share 12 apples between 5 children.• Share 12 apples between 4 children.• Share 12 apples between 3 children.• Share 12 apples between 2 children.

ASSESSMENT

Assessment 6 (Workbook page 59)

• Order, describe and compare numbers (0–70).• Solving problems (×).

CO

NT

EX

T 2

min

.

Record page Grade 2: Assessment of Number concept skills

119

Number conceptNames of Learners Comment

Ord

er n

umbe

rs 0

–100

befo

re/a

fter

/bet

ween

Com

pare

num

bers

0–1

001,

2 3

/mor

e/le

ss

Num

ber

sym

bols

0–20

0

Des

crib

e nu

mbe

rs 0

–100

build

ing

up/

brea

king

dow

n

Num

ber

nam

es0–

100

















5













6


8






Time allocation





125

Wo

rk S

ched

ule

fo

r M

enta

l Mat

hs:

GR

AD

E 3

TE

RM

1Sk

ills

and

Thin

king

str

ateg

ies

to b

e pr

acti

sed

in M

enta

l Mat

hs le

sson

sW

eek

1W

eek

2W

eek

3W

eek

4W

eek

5W

eek

6W

eek

7W

eek

8

Rot

e C

ount

ing

0–10

00–

100

0–10

0C

ount

ing

forw

ard

s fro

m a

giv

en n

umb

er0–

500–

100

0–10

0C

ount

ing

bac

kwar

ds

from

a g

iven

nu

mb

er20

–050

–080

–0

Ord

er, d

escr

ibe

and

com

par

e0–

200–

300–

30

Pla

ce v

alue

0–20

0–30

Num

ber

sym

bol

s0–

300–

500–

80

Num

ber

nam

es0–

100–

200–

30

Num

ber

pai

rsIn

trod

uce☺

☺☺

☺☺

☺☺

☺

Cou

ntin

g fo

rwar

ds

and

bac

kwar

ds

Intr

oduc

e☺☺

Com

pen

satio

n: N

ear-

zero

dou

ble

sIn

trod

uce☺

Com

pen

satio

n: N

ear-

dou

ble

sIn

trod

uce☺

Rea

rran

gin

g n

umb

ers

Intr

oduc

e☺☺

Ad

din

g a

nd s

ubtr

actin

g m

ultip

les

of te

nIn

trod

uce☺

☺

Ren

amin

g: F

illin

g th

e te

n

Ren

amin

g: T

akin

g a

way

the

ten

Ren

amin

g: A

dd

and

sub

trac

t tw

o-d

igit

num

ber

s

Cou

ntin

g in

gro

ups

of 2

’s, 5

’s 1

0’s

10–1

005–

100

2–10

010

–100

5–10

02–

100

5–10

02–

100

Dou

blin

g a

nd h

alvi

ngIn

trod

uce☺

☺☺

☺

Mul

tiplic

atio

n of

one

-dig

it nu

mb

ers

Com

mon

frac

tions

Intr

oduc

e☺

Tab

les

Counting Number concept + - Thinking Strategies ×- Thinking

Strategies

ASSESSMENT STANDARDS Term 1 Week 2Count: Number concept: Calculations:• Count forwards and • Know and read number • Perform mental calculations 0–20

backwards in symbols 0–150 • Count forwards and backwards totwenties 0–150 • Know and read number add and subtract

names 0–20 • Repeated addition• Order numbers 0-20 • 5x tables• Recognise the place value of

digits in numbers 0–20

132 132

ACTIVITIES

Counting forwards and backwards in tens, twenties 0-150Teacher beads / Number line / Number blockLearners practise counting forwards and backwards in tens/twenties in this number range.The beads are grouped in tens so this is an easy activity. When learners reach the last bead in thestring, they peg on a number card to indicate that 100 has been reached and carry on counting.Counting must be done aloud and rhythmically.Repeat activity using number line and number block

lllmmmmmmmmmmllllllllllmmmmmmmmmm

Know and read number symbols: 0-150Zam cards, number line, white boardThe teacher writes a number on the board and the learners identify and read the number.The teacher calls a number and learners write the number on their boards.The teacher calls a number and learners must show the number using Zam cards.The teacher nominates a number and the learners must find it on the number line.

Know and read number names: 0-20Number block / Dot cardsThe teacher points at a number on the number block and learners identify and write the numbername.The teacher flashes a dot card, learners identify the number of dots and write the number nameand symbol. The teacher writes a number name on the board and learners identify the name on the numberline/find the corresponding dot card.

Order numbers 0-20The teacher gives 20 children each a number card. They read their number and then hold it infront of their chest. They must arrange themselves from 1 to 20. The teacher asks questions: e.g.“What number comes before/after 16?”

Recognise the place value of digits in numbers: 0-20Zam cardsThe teacher calls a number and the learners must find it using their Zam cards, e.g. 17. Ask the learners what a 17 is made of. The learners must see that 17 is made up of a 10 and a 7.

WO

RK

BO

OK

PA

GE

S 4

,5,6

,7

RA

PID

RE

CA

LL

3 m

in.

100

133

Use strategy of counting forwrds and backwards to solve problems 0-20LET’S TALK: ZAM AND THE BUSZam is sitting in the queue at the bus stop. He is looking at a bus with tinted windows so that he cannot see inside. There is a sign on the side of the bus that says only 20 passengers are allowed. The bus driver shouts: “There are 9 passengers on board. Who else wants to go to Cape Town?”

Five more passengers get onto the bus and Zam counts on . . . 10, 11, 12, 13, 14.

The bus stops at Cape Town. The driver shouts: “There are 14 passengers on the bus. How many want to get off at Cape Town?”Seven passengers get off and Zam counts backwards 13, 12, 11, 10, 9, 8, 7.

Repeat the story using different numbers of passengers getting on and off the bus.

Dot cardsThe teacher tells the learners that they must count forwards or backwards to make all numbersequal to e.g. 15. She flashes a dot card e.g.7: Learners identify the number and count on from 8 to 15.19: Learners identify the number and count back from 4 to 15.Repeat with other numbers from 0 to 20.

Number lineRepeat above activity. The teacher points to a number on the number line and learners count onor back as required.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

FLASH CARDS (0 TO 20)The teacher selects sums that can be solved by counting forwards or backwards.e.g. 12 + 4; 15 +5; 12 + 6; 19 + 2; 9 + 6; 13 + 3

15 - 3; 16 - 4; 12 - 5; 18 - 4; 19 - 5; 13 - 3; 11 - 5.She flashes a card and tells the learners they must find the answer by counting forwards or back-wards. They use their number cards/Zam cards to reveal the answer.

Use knowledge of repeated addition to solve problemsTable x5BeadsThe teacher pushes over a multiple of 5 e.g. 25. Learners write the repeated addition sum e.g. 5 + 5 + 5 + 5 + 5 = 25.

The teacher tells learners that they are working with groups of 5. Learners write 5 on their whiteboards. The teacher pushes over 25 beads and she asks the learners how many times shepushed over a group of 5. They complete the multiplication sum on their white boards e.g. 5 x 5 = 25.

CHANTING THE TABLESLearners chant the x5 table as the teacher pushes over the beads.“Five times one is five, five times two is ten, five times three is fifteen . . .”“One five is five, two fives are ten, three fives are fifteen . . .”

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

l lLLLLLLLL

LLL L

134 134

CapacityZam’s water trough holds 14 buckets of water. If I have already poured in 7 buckets, how many do I need to add to fill the trough?

LengthI need 13 metres of rope to tie Zam to a pole. I have 5 metres. How many metres of rope do Istill need?

MassWe weighed Zam at birth. He then weighed 10kg. If he has gained 6kg, how much does he weigh now?

MoneyZam eats 5 bunches of carrots every week. One bunch costs R3,00. What will I pay for Zam’s carrots for a week?

TimeZam wakes up at 6 o’clock every morning. How long does he have to wait till it is noon?

PR

OB

LE

M S

OLV

ING

IN C

ON

TE

XT

2 m

in.

ASSESSMENT STANDARDS Term 2 Week 3Count: Number concept: Calculations:• Count forwards • Know and read number symbols • Perform mental calculations 0–30

and backwards in 0–300 • Near-zero answers (+ and –)twos, twenties 0–300 • Know and read number names • Add and subtract multiples

0–160 of 100• Recognise the place value of • 2x, 4x tables

digits in numbers 0–160 • Repeated subtraction (÷)• Compare numbers 0–160

156 156

ACTIVITIES

Counting forwards and backwards in twos, twenties 0-300Number block / Blank number blockLearners practise counting forwards and backwards in these intervals. Circle the numbers on the number block using a white board marker. Put the number card 100 up on the board and carry on counting. When you reach 200 put the 200 card on the board and carry on counting.

ESTIMATE AND COUNTAsk a learner to go and fill the jug with water at the outside tap. Tell the rest of the learners that they are going to count in twos and see what number they reach. Allow learners to estimate and list some of their suggestions on the board. Stop as soon as the learner returns with the water. Write the number on the board. Compare. Who was the closest? etc.

Know and read number symbols: 0-300Zam cardsThe teacher calls out a number and learners find it using the Zam cards.

Know and read number names: 0-160Zam cardsThe teacher asks the learners to find a number using their Zam cards. They then write the number name on their white boards.The teacher writes a number name on the board and the learners must find the number using their Zam cards.

Recognise the place value of digits in numbers: 0-160Compare numbers: 0-160Number cardsThe teacher calls out a number and the learners build it with their number cards, e.g. 151Learners must see that 151 = 100+ 50 + 1 Ask the learners: “What is 2 more/less than 151?”

“What is 20 more/less than 151?”

WO

RK

BO

OK

PA

GE

S 3

7,38

RA

PID

RE

CA

LL

3 m

in.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

12 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 60

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

100 200 300

100 100

50

50

1

1

157

Use knowledge of near zero answers to solve + and - problems 0-30Number lineThe teacher circles two consecutive numbers on the number line and asks the learners to calcu-late the difference between the two numbers.

18 19 20 21 22 23 24 25 26 27 28 29 30

25 - 24 = 1

Flash cardsThe teacher flashes cards with problems which can be solved using this strategy e.g. 23 – 22; 26 – 27; 30 – 29.Challenge learners to think of their own problems that can be solved using the near zero strategy.

Use knowledge of adding and subtracting multiples of hundred to solve problemsLearner beads / Zam cardsThe teacher writes a problem on the board e.g. 200 + 100. She calls up two learners to assist her with holding the beads. One learner holds 2 strings of beads and the other holds 1 string. Learners count in 100s to calculate the answer.They show the answer using their Zam cards.Other sums: 300 + 500; 800 – 300; 700 – 400; 200 + 600 . . .

The teacher presents a problem verbally e.g. 6 hundreds plus 3 hundreds. Learners use their Zam cards to show the answer. Repeat the above activities for subtraction.

Tables x2 and x4Number blockAs learners count in twos the teacher circles the numberson the number block using a red white board marker.Learners count in fours. This time the teacher circles the numbers with another colour marker. Challenge the learners to spot the pattern.

CHANTING THE TABLESLearners chant the x2 and x4 table as the teacher points to the numbers on the number block .

Use repeated subtraction to solve division problems 0-30BeadsThe teacher writes a division sum on the board e.g. 20 ÷ 2. They discuss what is required tosolve this problem (How many groups of 2 are there in 20?)

The teacher pushes over groups of two repeatedly and learners count backwards to discover howmany groups of two there are in 20.

Repeat for: 18 ÷ 2; 16 ÷ 2; 14 ÷ 2 . . .

Repeat the activity for division by 4.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

158 158

GeneralFarmer Roy has 3 pig sties. In two of the pig sties he has 10 pigs and in the third sty he has 20 pigs. How many pigs are there altogether?There are 7 pigs on the truck. How many legs / ears do they have altogether?

MoneyFarmer Roy paid R10 for a piglet. He bought 12 piglets. He paid R150. How much change will he get?

TimeThe piglets must be fed every 4 hours. How many times will he feed the piglets in 24 hours?

CapacityThe water trough holds 25 litres of water. The pigs drink 24 litres of water.How much water is left?

PR

OB

LE

M S

OLV

ING

IN C

ON

TE

XT

2 m

in.

ASSESSMENT STANDARDS Term 3 Week 1Count: Number concept: Calculations:• Count forwards • Know and read number symbols • Rename: Building up and breaking up

and backwards in 0–500 two digit numbers (0-40)ones and tens • Know and read number names • Tables x80–500 0–300 • Repeated addition and subtraction

• Describe the place value of digits (0–40)in numbers 0–300 • Explain own solutions to problems

173

WO

RK

BO

OK

PA

GE

S 5

7,58

ACTIVITIES

Counting forwards and backwards in ones and tens 0-500BeadsCount in ones and tens using beads as in Term 2 Week 5.

Estimate and countThis activity works best just before the bell rings for break. Ask the learners to estimate to what number they think they will count before the bell rings. Write about ten of the suggestions on the board. Select a learner to come to the board and erase the numbers as they count past them. Discuss whose estimation was the closest.

Know and read number symbols: 0-500• The teacher flashes cards with numbers and learners identify / read the numbers.• The teacher calls a number and learners show the number card or write the number on their

boards.• The teacher nominates a number and the learners must find it on the number line / number block.

Know and read number names: 0-300• The teacher flashes cards with number names and learners identify / read the names.• The teacher flashes cards with number names and learners show corresponding symbol/

number using their number cards.• The teacher calls a number and learners show the number name card.

Recognise place value of digits in numbers: 0-300• The teacher calls a number and the learners have to build it with their number cards

e.g. 14 is a 10 and a 4.• The teacher points at a number on the number line. She asks what comes before and after

that number. • Learners also have to determine whether a number

e.g. 17 Is closer to 20 or 10?

RA

PID

RE

CA

LL

3 m

in.

174 174

Solve addition and subtraction problems by breaking up and building numbers 0-40(without crossing the decades)Zam cardsThe teacher writes a problem on the board e.g. 34 – 11.Learners find the number 34 using their Zam cards. They break up 11and take 10 away from tens (30 – 10) and they take 1 away from the ones (4 – 1). This leavesthem with 20 and 3 which is 23.Other problems:35 – 13; 29 – 16; 38 – 18; 33 – 11; 29 – 27; 35 – 24 (only use problems which do not crossthe decade).

Repeat this activity for addition.

Solve addition and subtraction problems by breaking up and building numbers 0-40(crossing the decades)Number lineThe teacher writes a problem on the board e.g. 34 – 29. Lead the learners to discover that wecannot take 9 away from the 4. Discuss possible solutions and illustrate using the number line.

0 10 20 30 40 50

-9 -20

0 10 20 30 40 50

-5 -4 -20

Other sums for subtraction:37 – 19; 26 – 17; 31 – 15; 25 – 18; 33 – 16.

Repeat for addition:24 + 19; 26 + 18; 19 + 18; 17 + 25; 13 + 17.

Tables x4, x8Number blocksAsk the learners to count in fours and circle the numbers they count on the number block. Ask the learners to count in eights and use a different colour koki to circle the numbers onthe number block. Guide the learners to discover the pattern. Let the learners discusstheir findings.

Zam cardsThe teacher calls out a problem and learners use their Zam cards to reveal the answers, e.g.4 x 0; 4 x 1; 4 x 2; 4 x 3; 4 x 5; 4 x 6; 4 x 7; 4 x 8; 4 x 9; 4 x 10; 8 x 0; 8 x 1; 8 x 2; 8 x 3; 8 x 4;8 x 5; 8 x 6; 8 x 7; 8 x 8; 8 x 9; 8 x 10.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

WO

RK

BO

OK

PA

GE

S

175

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

Use repeated addition and subtraction to solve multiplication and division problems (0-40)CountersThe teacher asks 5 learners to get 8 counters each and to stand in front of the class.The class calculates the total number of counters and says the repeated addition sum forthe problem. The teacher writes it on the board and links it to the related multiplication sum.e.g. 8 + 8 + 8 + 8 + 8 = 40 / 8 x 5 = 40.

* Repeat with different numbers of learners e.g. 3 / 4 / 6 / 7 / 8 learners fetch8 counters each.

Choose a multiple of 8 e.g. 48 and put that number of counters in a heap on the floor.Ask the learners to each fetch 8 counters from the heap. Learners go one by one.The learners must calculate how many groups of eight they can get out of 48 and theymust write the repeated subtraction sum and the related division sum on the board. e.g. 48 – 8 – 8 – 8 – 8 – 8 – 8 = 0.48 ÷ 8 = 6.There are 6 groups of 8 in 48.

* Repeat with other multiples of 8.

GeneralThere are 32 bales of hay. The neighbour brings another 6 bales. Farmer Roy feeds 7 bales to the horses. How many bales are left?There are 32 bales of hay. Farmer Roy loads a quarter of them onto the truck. How many bales are on the truck? How many bales are left?

CapacityFarmer Roy fills 25 buckets with 5 litres of water. How many litres of water are there altogether? How many more buckets must farmer Roy get to fill a 200 litre barrel?There are 132 litres in the water tank. Half of the water is used for the garden. How much water is left in the tank?

PR

OB

LE

M S

OLV

ING

IN C

ON

TE

XT

ASSESSMENT STANDARDS Term 4 Week 1Count: Number concept: Calculations:• Count forwards • Know and read number symbols / • Count forwards and backwards 0–50

and backwards in names 0–700 • Count forwards in small numbers toones and tens • Recognise the place value of solve subtraction problems 0–500–700 numbers 0–700 • Round off numbers to the nearest

• Order, describe and compare 10numbers 0–700 • Tables 6x, 7x, 8x, 9x, 10x

• Multiply with one digit numbersx7

• Explain own solutions to problems

193

ACTIVITIES

Counting forwards and backwards in ones and tens: 0-700ESTIMATE AND COUNT WITH EGG TIMERTell learners that they are going to count in ones. Ask them to suggest what number they think they might reach when all the sand has run through the egg timer. Write some of the numbers they suggest on the board. Count and then discuss outcome.

Repeat activity, but tell learners that this time they are going to count it tens. Will they reach a higher number? Why? Repeat activity as for counting in ones.

Know and read number symbols and names: 0-700Recognise place value: 0-700Order, describe and compare numbers: 0-700ALL ABOUT A NUMBER The teacher chooses a number e.g. 674. – Learners find it using their Zam cards.– Learners write the number name on their whiteboards.– Learners break the number up e.g. 674 = 600 + 70 + 4.– Learners must predict if the number is closer to 650 or 700.– Learners must make the number 1/10/100 more or less.– Learners must say what number comes before/after this number.

Rounding off numbers to the nearest 10 (0-500)Zam cardsThe teacher calls a number, learners round off the number to the nearest 10 and show theanswers using their Zam cards.e.g. 46; 167; 275; 242; 333; 397; 458; 478; 312; 406; 503; . . .

WO

RK

BO

OK

PA

GE

S 8

2,83

,84,

85

RA

PID

RE

CA

LL

3 m

in.

ASSESSMENT SIX – WORKBOOK PAGE 81

194 194

Tables x2, 3, 4, 5, 6, 7, 8, 9, 10Zam cardsRespond to oral questions like:4 x 2 5 x 3 6 x 4 5 x 5 7 x 6 8 x 7 9 x 8 2 x 9 7 x 10 4 ÷ 2 15 ÷ 3 24 ÷ 4 25 ÷ 5 42 ÷ 6 56 ÷ 7 72 ÷ 8 18 ÷ 9 70 ÷ 10Learners work mentally to solve problems that teacher has written on the board such as:

5x2= 3x =15 20=4x x5 =40 x10 =30

20÷2= 12÷ =4 6=24÷ ÷5=2 30÷10 =

3x6= 7x =21 16=8x x9 =90 18÷6=

28÷ =4 10=80÷ ÷9 =3

Counting on in small numbers to solve subtraction problems: 0-40White boardsThe teacher presents various money problems to the learners. The problems must involve the learners calculating how much change must be given by counting on in smallnumbers.e.g. The item costs R25. I pay with R50. The shopkeeper works out change by saying:R25 + R5 is R30 + R10 is R40 + R10 is R50. The change is therefore R25.

Possible examples:

Amount owing Amount paid Change given

R23 R40 ?

R34 R50 ?

R16 R50 ?

R8 R40 ?

Counting forwards and backwards to solve problems: 0-50Zam cardsLearners work in pairs. The teacher writes an instruction on the board e.g. count on five. One learner reveals a number (0-50) using his Zam cards. His partner counts on five and reveals the answer using his Zam cards. Give more instructions e.g: count backwards 6, count forwards 9, count backwards 3 etc.

Solve mental problemsCount forwards or backwards to solve the problem mentally.32 + 4, 22 – 6, 48 + 4, 37 + 5, 39 – 7, 46 + 5, 38 + 6, 41 – 3, 46 + 2, 43 – 5, 50 – 6, 40 – 3.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

195

Multiplication with one digit numbers (x7)Multiplication with one digit numbersFUNCTIONS CLOCKThe teacher cuts a circle from a piece of card board and she divides it into 10 sections. She writes a multiplication function in each segment as in the picture. She loosely attaches an arrow to the center of the clock with a split pin. The learners choose a number less than 30 e.g. 15 and the teacher writes it on the board. The teacher then asks a learner to spin the arrow on the clock. The learners must check which function the arrow lands on e.g. x 7 and then calculate the answer e.g. 15 x 7 = 105.

If the arrow lands on a blank segment the teacher can ask the learners to double or half the number.

GeneralSally, the farmer’s wife, wants to make hot dogs for all the farm workers. She buys 7 packetsof viennas. There are14 viennas in each pack. How many viennas does she buy altogether?

There are a dozen rolls in a bag. How many bags of rolls will she have to buy so that shehas enough rolls for all the viennas?

There are 36 hot dogs on the table. Sheppie eats 6 hot dogs. How many are left? Sally putsout another 8 hot dogs. How many hot dogs are now out on the table?

MoneySally pays R43 for her groceries. She pays with a R100 note. How much change must she get?

PR

OB

LE

M S

OLV

ING

IN C

ON

TE

XT

2 m

in.

TH

INK

ING

ST

RA

TE

GIE

S 5

min

.

l

x1

x5

x0

x7

x6x4

x3

x8

x2

217

Record page Grade 3: Assessment of Calculation strategies

+ and – Thinking StrategiesNames of Learners Comment

Num

ber

pair

s

Rena

min

g: T

akin

g aw

ayfr

om t

he t

en

Rena

min

g: A

ddin

g an

d su

b-tr

acti

ng t

wo-d

igit

num

bers

Com

pens

atio

n: n

ear-

zero

Coun

ting

fo

rwar

ds/b

ackw

ards

Com

pens

atio

n: n

ear

dou

-bl

es

Rena

min

g: F

illin

g th

e te

n

Documents

Mental Maths · 2017-02-10 · Mental Maths lessons are used to practise vital maths skills and thinking strategies which will aid the learner when solving problems. CLASSROOM ORGANISATION