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Mathematics

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

MATHEMATICS

INTERMEDIATE PHASE : GRADES 4- 6 NOTE TO TEACHERS ON HOW TO USE THIS WORK SCHEDULE/TEACHER’S GUIDE This work schedule has been written to give substance to the learning outcomes and assessment standards. As a teacher using this work schedule you should be in a position to teach this learning area with greater clarity and confidence. The purpose of the work schedules is • to ensure that teachers have a common understanding of the learning outcomes and

assessment standards; • to ensure that teachers address the same content – remembering to take into account the

contexts of their learners; and • to achieve a common pace of the work within the province.

The content in the work schedules is carefully scaffolded to allow for an increased level of complexity across the phase, yet allow time for revision. The work schedules are accompanied by a teacher’s guide. When planning for the year ahead, the relevant page numbers from textbooks can be indicated in the right-hand column of the work schedule. The work schedule has been divided into 40 weeks, i.e. 10 weeks per term. Each week has information on the following 4 areas:

1. Mental Maths, with page references to the Mental Mathematics Flipbooks. The Mental Maths can be done as indicated in the work schedule or teachers can start on page 1 in the first term and progress to page 150 by the end of the year. If learners have not grasped the strategy on a particular page, the teacher must then repeat it regularly

2. Revision when a new concept is started

3. Concept to be Taught and Practised, which gives ideas on what should be taught and the sequencing of the material

4. Assessment Task, which is part of the formal assessment in Mathematics

Accompanying the work schedule is a teacher’s guide, which gives more detail on the work schedule. The following information will be found in the teacher’s guide:

1. Core concept

2. Resources

3. Integration

4. Ideas for Methodology with Activities and Examples

5. Consolidation

6. Homework/Reflection on Learning

7. Extended Activity

8. Assessment

Teachers should consult the National Curriculum Statement Policy Document as a reference to the learning outcomes and assessment standards. APPRECIATION The Department expresses its thanks to the Senior Curriculum Planners, Curriculum Advisers and Teachers who developed this work schedule.

- 1 -

WORK SCHEDULE MATHEMATICS

GRADE 5

TERM 1

WK LO &

AS ASSESSMENT STANDARDS & CORE TEACHING TG

1 5.1.9 5.2.1 5.1.9 5.1.9 5.1.9 4.1.3 4.1.4 4.1.8

⇒ Administration (Handing out of writing/text books, time-tables, etc.)

⇒ MENTAL MATHS: MENTAL MATHS FLIPBOOKS

o 2x, 3x, 4x and 5x tables - time answers [No 57] o Listen for the number- write it down [No 9] o 2x, 3x, 4x and 5x tables - division – time answers [No 58] o Estimate the value of the arrow on the number line [No 15] o Check if a number is divisible by 4 (e.g. 812 –last 2 numbers can be ÷ 4 therefore 812 can be ÷ 4) [No 24]

⇒ REVISION

o Whole numbers + Fractions o Place value o Rounding off to nearest tens and hundreds o Building and breaking down of number o Doubling and halving o Number lines

Wk 1

2

5.1.1 5.1.1 5.1.1 5.1.1 5.1.9 5.1.9 5.1.10


o Count forwards and backwards from any 4-and 5-digit number [No 1] o Count in 10s from (e.g. 10 000) [No 2] o 100 more or less than (e.g. 9 197) [No 3]

o Fractions -count forwards in 21

s and 41

s [No 4]

o Addition of number pairs (e.g. 40 + 50 = 90) [No 31] ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o The calculator - Getting to know your calculator - Different types of calculator (e.g. standard and scientific)

o Using your calculator - on/ off - “clear/ cancel function “ - Memory keys - Constant function - Operational keys (+/ -/ x/÷) - Decimal point

o History of writing numbers in different cultures (from 1 to

1000) - Ancient Egyptian numeral system (e.g. units = I ; 10 =

up to 100) - Convert from Egyptian number system to our number system. - Roman numeral system (e.g. 1,11,111,1V, V)

Wk 2

- 2 -

5.1.2

- Convert from Roman number system to our number system

(e.g. 1 = I, 5 = V,10 = X, 50 = L,100 = C up to100)

3

5.1.9 5.1.4 5.1.4 5.1.4 5.1.11 4.1.3 5.1.3 5.1.4 5.1.10


o 4x and 5x table using 100 number board [No 61] o 4x and 5x table different terms for X [No 62] o Place value of 5-digit numbers (e.g. 18 009) [No 7] o Place value of 5-digit numbers (e.g. 18 009) [No 8] o Recognise if answer of sum will be odd or even Number [No 80]

⇒ REVISION

- Recognise and represent - whole numbers to at least 4-digits (e.g. 5 360) - odd and even numbers to at least 1000 (e.g. 537 is odd) - multiples of single-digit numbers to at least 100

⇒ CONCEPT TO BE TAUGHT AND PRACTISED

Whole numbers to at least 4-digit numbers o Recognise, represent, describe and compare

- Read, say and write numbers (e.g. 2 365) - Start with 4-digit and build up to 6-digit numbers by the 4th

term - Convert from words to numbers and numbers to words - Multiples of single digit numbers to at least 100 (e.g. count in multiples of 8 to 100) - 0 in terms of additive inverses; (e.g. any number + 0 = same

number and any number – 0 = same number) - 1 in terms of multiplicative (e.g. any number x 1= same

number) - Factors of at least any 2-digit whole number (e.g. 1, 2, 5 and 10 are factors of 10)

o Recognise place value of digits

- Start with whole numbers to at least 4-digit numbers (units, tens, hundreds, thousands), build to 6-digits by 4th term

- use place value table (e.g. 6 128)

Thousands (TH)

Hundreds (H)

Tens (T)

Units (U)

6 1 2 8

- distinguish between numerical value and place value - expanded notation (e.g. 1563 = 1000 + 500 + 60 + 3) - build up and break down of numbers (e.g. 90 + 30 = 100 + 20)

Wk 3

4

5.1.9 5.1.8


o Estimate the number of counters to cover (e.g. 1 metre) [No 14] o Additive and multiplicative inverses

(e.g. 5-5=0 and 21

x 2 = 1) [No 27]

Wk 4

- 3 -

5.1.3 5.2.1 5.1.10 5.1.10 5.1.9 4.1.8 5.1.12 5.1.8 5.1.8

o Multiply by 10, 100 and 1 000 [No 11] o Round off a number to the nearest10 [No 16] o Approximation by using rounding off to nearest 10 [No 17] o Addition of 3-digit numbers ending with (e.g. 120+250= 370) [No 32]

⇒ REVISION

o Properties of the operations - 0 in terms of additive inverses (e.g. any + 0 = same number and any number – 0 = same

number) - 1 in terms of multiplicative (e.g. any number x 1= same

number) - Rounding off to nearest 10,100 and 1000 - Addition and subtraction up to thousands


o Estimate and calculate to solve problems - Round off to ten using (e.g. number lines) and hundreds

using (e.g. number lines and base 10 blocks) - Round off to the nearest 5, 10, 100 or 1 000 - Use concept in basic operations - Use concept in problem solving context - Add whole numbers with at least 4 digits ( e.g. 1025 +2035) - Show addition and subtraction as inverse operations - Revise addition within number range of 4 digits - (e.g. 1- 9999) - Estimate answer by rounding off - Explore different techniques/ methods such as (build up and

break down, compensation etc) - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods (e.g. addition in

columns) - Check answer with e.g. calculator - Apply methods to solve problems in context - Subtract whole numbers with at least 4 digits (e.g. 6782 –

2364) - Show addition and subtraction as inverse operations - Estimate answer by rounding off - Explore different techniques/ methods such as (building up

and breaking down, compensation etc) - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods (e.g. subtraction in

columns) - Check answer with e.g. calculator - Apply methods to solve problems in context

(Revise AS 5.1.8 every term. Start with two-digit numbers and build up to 5-digit numbers)

ASSESSMENT TASK 1 : ACTIVITY 1.1 (e.g. tutorial - work covered in weeks 2-3)

- 4 -

5

5.1.5 5.1.10 5.2.1 5.1.8 5.1.10 5.1.8 5.1.8 5.1.12


o Count forward and backwards in 4s and 5 s [No 18] o Recognise if a number can be divided by 5 [No 22] o Recognise if a number can be divided by 3 [No 23] o Multiply by 5, by x10 and halving the other number [No 70] o Multiply by 6, by x 4 and x 2 and adding the 2 answers together (e.g. 5x6= ? 5x4=20 and 5x2=10 then 20+10=30) [No 73]


o Multiplication of at least whole 2-digit by 2-digit numbers - Solve problems in context - Estimate answer by rounding off - Explore different techniques / methods such as (building up

and breaking down, compensation etc) - Judge and discuss techniques / methods used - Consolidate different techniques / methods (subtraction - in columns) - Check answer with e.g. calculator

o Division of at least whole 3-digits by 1-digit numbers

- Divisibility rules (divide by 2, 5, 10-Mental maths) - solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as - (building up and breaking down, compensation etc) of - division - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods (subtraction - in columns) - Check answer with e.g. calculator

o Recognise, describe and use:

- The reciprocal relationship between multiplication and division (e.g. if 5 x 3 = 15 then 15 ÷ 3= 5 and 15 ÷ 5= 3) - Commutative properties of whole numbers (e.g. 7x9 is the same as 9x7) - Associative properties of whole numbers (e.g. 7+6+3= 13+3=16) - Distributive properties with whole numbers e.g. 2(4+5)=2X4+(2X5)=8 + 10 =18 or 2(4+5)= 2X9= 18 - Use the properties and not necessarily know the names

ASSESSMENT TASK 1: ACTIVITY 1.2 (e.g. test)

Wk 5

6

5.1.9 5.1.1 5.2.1 5.1.1 5.2.1


o Addition of combinations up to 20 (e.g. 13 +19 =) [No 33] o Count forwards and backwards in 6s and 7s [No 19] o 2x and 3x table from multiplication grid [No 59] o Identify the next number in a number sequence [No 26] o Identify the next number in a number sequence [No 96]

Wk 6

- 5 -

4.2.1 5.2.1 5.2.1 5.2.2 5.2.1 5.2.2 5.2.3

⇒ REVISION OF LO 2

o Extend numeric and geometric patterns o Represent patterns in diagrammatic form o Find patterns in natural and cultural contexts


o Geometric patterns ( e.g. shapes, forms, figures) - Investigate a given pattern (e.g. in nature and cultural

contexts) - Recognise a given pattern or object or diagram of object - Describe pattern in learner’s own words - Extend pattern - Find missing object in a given pattern - Describe rule or relationship in own words - Create own pattern

o Numeric Patterns (e.g. number rows, flow diagrams)

- Recognise a constant numeric pattern - Recognise patterns not limited to constant difference or ratio - Describe constant numeric pattern in own words - Describe constant numeric patterns not limited to constant

difference and ratio - Extend constant given numeric pattern - Extend constant numeric patterns not limited to constant

difference and ratio - Find missing number in a given pattern (output/ input , values/

flow diagrams)-revision of time tables - Describe rule or relationship in own words - Create own pattern using above process

7

5.1.9 5.1.1 5.2.1 5.1.9 5.1.9 4.2.2 4.2.3 4.2.4 4.2.5 5.2.4


o 2x, 3x, 4x and 5x table- time answers [No 57] o Repeat count forwards and backwards in 6s and 7s [No 19] o Repeat count forwards and backwards in 8s and 9s [No 97] o Addition of 3-digit numbers ending with 0 e.g. 120+250= [No 34] o Addition of 3-digit numbers ending with 0 e.g. 120+250= [No 35]

⇒ REVISION

o Describe rules in own words o Determine output values for given input values o Write number sentences o Complete number sentences by inspection or by trial- and-

improvement. ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Number sentences - Read word problem - Write number sentence that will solve problem (e.g. ÷ 4 = 12 , 12 ÷ 4 = 12 ÷ 3 = )

Wk 7

- 6 -

5.2.5 5.2.3 5.2.6

- Inspection and trial and improvement, substitution, check solution

- Describe problem situation within a context - Create own word problems based on given number sentence.

o Determines output values for given input values using

- verbal descriptions (e.g. matches) - flow diagrams

o Discuss the relationship between different forms

representing the same rule - verbal descriptions (e.g. matches) - flow diagrams - number sentences

o Compare differences and similarities in methods of description (e.g. verbal descriptions, flow diagrams and number sentences)

o Choose appropriate and efficient method description for given

values

8

5.1.9 5.1.9 5.1.3 5.1.3 5.1.9 4.3.1 4.3.2 5.3.1 5.3.2 5.3.3


o 2x, 3x tables different terms for x [No 60] o 6x, 7x, 8x, and 9x tables- time answers [No 126] o Compare numbers - which is greater or longer [No 12] o Order numbers from smallest ↔largest [No 13] o Addition and subtraction as inverse operations [No 50] (e.g. 126 + 118 =244 244 – 118 = 126)


o Recognise, identify and name - 2-D shapes (e.g. circles , rectangles, polygons) - 3-D objects (e.g. prisms , spheres, cylinders and cubes)

o Describe, sort and compare 2-D shapes and 3-D objects

according to properties ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Space and shape: Recognise, visualize and name 2-D shapes - Name the similarities between squares and rectangles - Name the differences between squares and rectangles - Investigate, compare and sort concrete objects according to

geometrical properties. (Pictures and drawings can be used also)

Number and shape of faces Number or shape of faces Number and length of sides Number or length of sides - Describe grouping in words - Draw shapes on grid paper

ASSESSMENT TASK 2 : ACTIVITY 2.1 (e.g. investigation on shapes)

Wk 8

- 7 -

9

5.1.9 5.2.2 5.1.9 5.1.9 5.1.9 5.3.1 5.3.2 5.3.3


o 6 x and 7x table [No 127] o 6x and 7x table [No 128] o Make addition and subtraction sums with a number e.g.136 [No 51] o Find number combinations for e.g. 350 = 300 + 50 [No 35] o Rounding off to nearest 100 [No 79]


(Practical exploration: continue from week 8)

o Recognise, visualize and name: 3-D objects - Name the similarities between cubes and rectangular prisms - Name the differences between cubes and rectangular prisms

o Investigate and compare 2D shapes and 3D objects

according to the following geometric properties - Number and shape of faces - Number or shape of faces - Number and length of sides - Number or length of sides - Use concrete objects or pictures and drawings - Cut open models or geometric objects (e.g. boxes) to trace

their nets ASSESSMENT TASK 2 ACTIVITY 2. 2 (e.g. test - whole term’s work)

Wk 9

10

5.1.9 5.1.9 5.1.10 5.1.9 5.1.9 5.1.9 4.4.1 5.3.6


o Revise 2x – 7x tables o Addition by counting forwards from the larger number [No 40] o Subtraction by counting backwards from the larger number [No 41] o Make addition and subtraction sums with a number e.g.136 [No 51] o Add a number to a multiple of ten e.g. 550 + 14 [No 55] o Order numbers from largest to smallest [No 90]

⇒ REVISION OF TIME

o Read, tell and write analogue, digital and 24-hour time to at least the nearest minute and second

o Solve problems involving calculation and conversion including - seconds ↔ minutes - hours ↔ days - weeks ↔ months - months ↔ years

o Identify and strengthen problem areas before continuing with Gr 5 AS’s


o Recognise and describe shapes , objects, and patterns with geometrical properties in - Nature - Culture

Wk 10

- 8 -

5.4.4 5.4.3

o Time: History of time

- Measurement - Representation - different to Grade 4 e.g. old clocks

o Practical on time-measuring instruments

- Use time-measuring instruments to appropriate levels of precision including (e.g. watches and stopwatches)

- 9 -


GRADE 5

TERM 2

WK LO &

AS ASSESSMENT STANDARDS&CORE CONCEPTS TG

1 5.1.9 5.1.9 5.1.4 5.1.10 5.1.9 4.1.3 4.1.8 5.1.4 5.1.8


o 8 x and 9 x times table- time it [No 125] o Place value to 5 digits (e.g. 25678) [No 10] o Recognise if the answer to a subtraction sum will be odd or even number [No 81] o Add 9 by adding 10 and -1 [No 44] o Subtract 9 by subtracting 10 and +1 [No 45]

⇒ REVISION o Recognise and represent multiples of single-digit numbers to at

least 4-digit numbers (e.g. 9999) o Rounding off to the nearest 100 or 1000 o Addition and subtraction of whole numbers with at least 4 digits


o Place value of digits - Recognise whole numbers to at least 5-digit numbers - (units, tens, hundreds, thousands and ten-thousands) - Use place value table - Expanded notation (e.g. 14621= 10000 + 4000 + 600 + 20 + 1) - Build up and break down of numbers

o Estimate and, calculate to solve problems

- Round off to the nearest 5, 10, 100 or 1 000 - Round off to ten, (use number lines), hundreds, (use number

lines and base 10 blocks) - Use concepts in basic operations to estimate answers - Use concept in problem solving context

o Add whole numbers with at least 5 digits ( e.g. 10125 +20135)

- Discuss addition/ subtraction as inverse operations - Revise addition within number range of 5 digits - (e.g. 12 346 + 39999) - Solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as build up and

break down, compensation etc. - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods - addition In

columns - Check answer with calculator

Wk 1

- 10 -

5.1.3

o Subtract whole numbers with at least 5 digits ( e.g. 31025 - 21035)

- Revise subtraction within number range of 5 digits (e.g. 1- 99999)

- Solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as building up

and breaking down, compensation etc. - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods - subtraction in

columns - Check answer with calculator

o Recognise and represent

- Multiples of single digit numbers to at least 100 (e.g. count in 9s or complete this pattern 49; 56; 63; ----; ----)

- Factors to at least any digit whole numbers (e.g. factors of 24 are 1; 2; 3; 4; 6; 8;12 and 24)

2 5.1.9 5.2.2 5.1.9 5.1.4 5.1.9 5.1.9 4.1.8 5.1.8 5.1.12


o 8 and 9x table-completion of multiplication grid [No 129] o 8 and 9x table different terms for multiplication [No 130] o Multiplying and dividing by 10,100 and 1000 [No 89]

o Counting in thirds and sixths (e.g. 31

, 32

and 33

[No 6]

o Add by partitioning (e.g. 123 + 256 = 100+200+20+50+3+6) [No 42]

⇒ REVISION

o Multiplication of 2-digit by 2-digit numbers o Revise multiplication of 10 x 10 o Division of 3 by 1-digit number

⇒ CONCEPT TO BE TAUGHT AND PRACTISED o Multiplication of at least whole 3-digit by 2-digit numbers (up to

999) (e.g. 120 X 24) - Solve problems in context - Estimate answer by rounding off - Check answer with calculator - Reflect method used - Check answer by inverse method i.e. division - Explore different techniques/ methods such as building up

and breaking down, compensation etc. - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods - multiplication in

columns o Division of at least whole 3-digit by 2-digit numbers

(up to 999) (e.g. 120 ÷ 20) - Long division not required - Estimate answer by rounding off the divisor - Division without remainders (e.g. 120÷20=6) - Equal sharing with remainders (e.g. 127÷20=6 remainder 7)

Wk 2

- 11 -

5.1.12 5.1.11 4.4.3 5.4.1 5.4.2

- Check answer by doing inverse operations i.e. multiplication - Check answer with calculator - Reflect, judge and discuss methods used - Explore different techniques/ methods such as building up

and breaking down, compensation etc ⇒ REVISION

o Practical on time-measuring instruments - Use analogue and digital watches and stopwatches to read

and measure time in hours, minutes and seconds ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Read, tell and write (to at least the nearest minute and second) - Use appropriate fractions (e.g. quarter past 4) - Analogue time (watch/ clock with hour, minute and/or second

hand) - Digital time (e.g. 3:45am/pm) - 24-hour time (e.g. 07:45; 19:45)

o Solve problems and calculate between appropriate time units

including - Decades (e.g. 10 years = 1 decade) - Centuries (e.g. 10 decades = 1 century) - Millennia (e.g. 10 centuries = 1 millennia)

3 5.1.3 5.1.5 5.1.3 5.1.5 5.1.9 4.1.3 5.1.5


o Count in fractions (e.g. what comes before 83

) [No 84]

o Fractions - which is greater (e.g. 31

or 61

) [No 29]

o Fractions (e.g. 31

of 12) [No 100]

o Fractions – which is less ( e.g. 31

or 81

) [No 99]

o Add by doubling (e.g. 41 + 41 = double 40 + double1) [No 38] ⇒ REVISION

o Recognise and represent the range 21 ’s;

31

’s; 41 ’s;

51

’s; 61

’s;

71 ’s;

81

’s


o Common fractions- recognize and represent - Equivalent fractions explore concretely- - Range: ( 2

1 , 31 , 4

1 , 51 , 6

1 , 81 , 9

1 , 101 , 12

1 ) - Build the concept of equal parts of a whole - Use notation - 1 divided by 8 (e.g. 1 ÷ 8 = 8

1 ) - Identify fractions from diagram

Wk 3

- 12 -

5.1.8

- Shade in and then draw fractions - Put fraction on a number line - Estimate given fractions as part of given diagram or position

on a number line (e.g. know that a 21 lies between 4

1 and 43 )

- Compare by using diagram o Equivalent fractions

- Explore concretely- the range: ( 21 , 4

1 , 61 , 8

1 , 101 , 12

1 ) - Discover equivalent fractions by using fraction wall - Compare fractions by using (e.g. a fraction wall)

- Find equivalent fractions 21

= 42

( multiples of denominator)

- Discover the parts of the whole - Write down the relationship of parts to the whole - Find relationship to part of the whole - Convert by using fraction wall

4 5.1.8 5.1.3 5.1.9 5.1.9 5.1.10 5.1.8 5.1.8


o Estimation by observation (e.g. how many petals in a bunch of flowers) [No 91] o Fractions (e.g. a third of 21 is 7 [No 28] o Divide by 10 [No 20] o Divide with remainders (e.g. 112 ÷ 10) [No 21] o Approximation by rounding off to nearest 100 (e.g. 522 + 270 is approximately 500 + 300) [No 93]


o Continue with fractions: Equivalent fractions - Explore concretely the range: ( 3

1 , 61 , 9

1 , 121 and 5

1 , 101 ,)

- Discover equivalent fractions by using fraction wall - Compare fractions by using (e.g. a fraction wall)

- Find equivalent fractions (e.g. 31

= 62

= 93

) multiples of the

denominator - Discover the parts of the whole - Write down the relationship of parts to the whole - Find relationship to part of the whole - Convert by using fraction wall - Solve problems using equivalent fractions

o Find fractions of whole numbers which result in whole

numbers; (e.g. 21 of any 3 digit number: 2

1 of 200= 100) - Explore concretely - Estimate answer by rounding off - Reflect / judge method used - Solve problems in context

Wk 4

- 13 -

5.1.11 5.1.8

o Add and subtract fractions

- Explore concretely- range: ( 21 , 3

1 , 41 , 5

1 , 61 , 8

1 , 91 , 10

1 , 121 )

- Add fractions using diagrams, number rods, fraction wall - Write in words e.g. 3 4

2 - three and two-quarters - Use number line - Add fraction using fraction notation (e.g. 3 4

2 in context) o Add whole number with a common fraction i.e. mixed

fractions (denominators are the same) - Addition (e.g.1 4

1 +2 42 = 3 4

3 ) - Subtraction (e.g. 4 4

3 - 1 41 = 3 4

2 ) - Estimate answer by rounding off - Consolidate different methods of addition and subtraction - Solve problems in context

ASSESSMENT TASK 3 : ACTIVITY 3.1 (e.g. tutorial on fractions)

5

5.1.9 5.1.10 5.1.10 5.1.9 5.1.9 4.1.5 5.1.5 5.1.3 5.1.5


o Divide by 25 by counting up in 25 [No 141] o Multiply by 5 by x10 and ÷ 2 [No 71] o Addition of 4-digit numbers ending with 00 (e.g. 1400+1200) [No 102] o Subtract 19, by subtracting 20 and adding 1 [No 47] o Count backwards in halves from (e.g. 9) [No 5]

⇒ REVISION

o Recognise and represent decimal fractions of form 0,5; 1,5 and 2,5


o Recognise, represent, describe and compare decimal fractions

Teach decimals through the concept of money - Start with 1 digit and build up to 2 digits (Up to hundredths- 100

1 = 0,01) - Use diagrams and fraction wall - Read, say and write up to 2 decimals - Convert from words to numbers and number to words

(inverse) - Notation (e.g. 10

1 = 0,1)

- Convert from common fractions to decimals (e.g. 43

= 0,75)

- Equivalence

o Place value of decimals - Recognise decimal numbers to at least 2-decimal numbers. (one tenth= 10

1 = 0,1/ one hundredth 1001 =0,01)

- Use place value table (t / h / th ) 1234,56

Wk 5

- 14 -

5.1.6

Thousand (TH)

Hundreds (H)

Tens (T)

Units (U) ,

Tenths (t)

Hundredths (h)

1 2 3 4 5 6

- Distinguish between numeric value and place value - Use place value cards to build up and break down decimal

numbers

o Build the concept of money - Read, say and write money (e.g. one hundred rand and thirty

five cents) = R100,35 - Convert from words to money notation and money notation to

words - Convert from cent to rand and rand to cent - Work practically with play money (e.g. calculation of change

and which coins must be handed back – rounding up/down to 0, 5 and 10 cents)

- Solve problems in financial context of buying and selling

6

5.1.10 5.1.8 5.1.9 5.1.10 5.1.9 4.5.1 4.5.2 4.5.3 4.5.4 5.5.1 5.5.2 5.5.4 5.5.6 5.5.7 5.5.5


o Multiply by 25 by the quickest method (e.g. x100 ÷ 4) [No 74] o Just my looking at a number say if it can be divided by 5 or 10 [No 25] o Different terms for division [No 82] o Add 19 by adding 20 and – 1 [No 46] o Subtract 19 by subtracting 20 and +1 [No 47]

⇒ REVISION

o Check how much data handling is remembered - Set appropriate questions - Collect data - Organise and record data - Draw a variety of graphs


o Data handling

- Identify a problem to be investigated - Set questions to obtain required data - Identify sources (e.g. text, photos, internet, newspaper,

magazines) - Collect data using questionnaires (data collected could

require measurement of time) - Organise and record data using tallies and tables - Draw pictographs and bar graphs using headings, labels,

scales (many to one) - Read and interpret pictographs and bar graphs

o Examine ungrouped numerical data to

- Determine mode

Wk 6

- 15 -

7

5.1.9 5.2.1 5.1.9 5.1.9 5.2.1 5.5.6 5.5.7


o Number pairs for 3-digit numbers totaling (e.g. 3) [No 36] o Add 4 numbers by looking for pairs (e.g. 3+7+12+5= 10 +10 +7) [No 52] o Subtract by partitioning (e.g. 432 – 21= 432-20-1) [No 112] o Add 200,300 and 400 to any 3-digit number [No 54] o Add 4-digit numbers ending with 00 o (e.g. 1200 + 1400) [No 103] o Add 4-digit and 3-digit number (e.g. 1600 + 180) [No 104]


o Continue with draw a variety of graphs to display and interpret ungrouped data - Bar graphs - Include the following in drawing the graphs Heading Labels Scale / interval - Learners can set own questions on drawn graphs - Read and interpret bar graphs

ASSESSMENT TASK 3: ACTIVITY 3.2 (e.g. project- process of data handling-start in week 6)

Wk 7

8


o Identify the next number in a pattern (e.g. 109, 104, 99, 94 ?) [No97] o Identify the next number in a pattern (e.g. 109, 104, 99, 94 ?) [No98] o Estimate position of arrow on number line [No 92] o Add 3 numbers by pairing to get 50 (e.g. 23+27+18 = 50 + 18) [No 53] o Fractions (e.g. one third of 12) [No 101]

⇒ REVISION

Wk 8

9

ASSESSMENT TASK 4 : (e.g. Test/ Exam - covering whole terms work)

Wk 9

10

INTERVENTION

Wk 10

- 16 -


GRADE 5

TERM 3

WK LO &


1 5.1.9 5.1.4 5.1.9 5.1.9 5.1.9 5.1.8 5.1.3 5.1.4 5.1.8 5.1.8


o Revise 2x - 9x table o Place value of 6-digit numbers (e.g. 653 027) [No 88] o Add 29 by adding 30 and subtracting 1 [No 113] o Work out if a number is divisible by 9 (e.g. 252 is divisible by 9 because 2+5+2 =9 then 252 is divisible by 9 [No 56] o Add by doubling a number (e.g. 326 + 328 = 300+300 =26+26 +2) [No 43]

⇒ REVISION

o Estimate and calculate by selecting and using operations appropriate to solving problems that involve - rounding off to the nearest 10, 100 or 1 000 - addition and subtraction of whole numbers with at least 5

digits ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Place value of digits - Recognise whole numbers to at least 6-digit numbers (e.g. units, tens, hundreds, thousands, ten-thousands,

hundred-thousands) - Write whole numbers to at least 6-digit numbers - Compare whole numbers to at least 6-digit numbers - Know which number is bigger and smaller - Use place value table - Expanded notation (e.g. 245 678 = 200 000 + 40 000 + 5 000 + 600 + 70 + 8) - Build up and break down of numbers (Revisit this AS every term. Start with 4-digit and build up to 6-digit numbers)

o Estimate and calculate to solve problems

- Round off to the nearest 5, 10, 100 or 1 000 - Use concepts in basic operations - Use concept in problem solving context

o Add and subtract whole numbers with at least 5 digits

(e.g. 51012 + 42013) and (e.g. 99 999 – 45 230) - Use columns - Solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as (building up

and breaking down, compensation etc) - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods

Wk 1

- 17 -

- Include addition and subtraction in columns - Check answer with e.g. calculator

2 5.1.9 5.1.10 5.1.9 5.1.1 5.1.9 5.1.1 5.1.8 5.1.8


o Combination of numbers totaling 1000 [No 37] o Place value of 6-digit numbers (e.g. 532089) [No 86] o Approximation of multiplication by using rounding off [No 94] o Multiply 3-digit numbers by 1000 [No 143] o Check answers to sums by doing inverse operation [No 78] (e.g. 1 500 ÷ 100 = 15 15 x 100 = 1 500)

⇒ REVISION

o Multiplication of at least whole 2-digit by 2-digit numbers o Division of at least whole 3-digit by 1-digit numbers o Practise equal sharing with remainders o Addition and subtraction of common fractions o Reinforce the use of the calculator as a technique to check

solutions

⇒ CONCEPT TO BE TAUGHT AND PRACTISED o Multiplication of at least whole 3-digit by 2-digit numbers

(e.g. 120 X 20) - Solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as (building up

and breaking down, compensation etc) - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods - Check answer with e.g. calculator

o Division of at least whole 3-digit by 2-digit numbers

(e.g.120÷20) - Solve problems in context - Estimate answer by rounding off - Explore different techniques/ methods such as (building up

and breaking down, compensation etc) - Judge and discuss techniques/ methods used - Consolidate different techniques/ methods - Check answer with e.g. calculator

o Finding fractions of whole numbers which result in whole

numbers (e.g. 2

1 of any 4-digit number: 21 of 2000= 1000)

- Revise equivalent fractions - Addition and subtraction of common fractions with the same

denominator (e.g. 41

+ 42

) and whole numbers with common

fractions (mixed numbers) (e.g. 2 41

+ 3 42

)

Wk 2

- 18 -

3

5.1.9 5.1.9 5.1.10 5.1.10 5.1.9 4.4.5 5.4.5 5.4.7 5.1.5 5.1.6 5.4.6 5.4.5 5.4.7 5.1.5 5.1.6 5.4.6


o Practise inverse operations [No 119] o Multiply by 5 by doubling and halving (e.g. x10, ÷ 2) [No 137] o Multiply by 5 by doubling and halving [No 138] o Divide 5-digit numbers by 1000 [No 144] o Place value to 6-digits (e.g. 340987) [No 85]

⇒ REVISION

o Estimate, measure, record, compare and order - 2D shapes using S.I. units - 3D objects using S.I. units - Use mass grams(g) to kilograms(kg) and - Capacity milliliters(ml) and litres(l)


o Measurement : Estimate, measure, record, compare and order - 2D shapes using S.I. units - 3D objects using S.I. units

o Use appropriate measuring instruments for Mass - Measure mass: bathroom scales, kitchen scales and balances - Use grams (g) and kilograms (kg); - Do calculations using g and kg - Convert g ↔ t kg

o Recognise and use equivalent forms of the numbers listed

above - Decimal fractions of the form 0,5, 1,5 and 2,5 and so on, in

the context of measurement (e.g. 500g = 0.5kg = ½ kg 5500g = 5.5kg = 5 ½ kg) - Solve measurement problems in the context of Natural

Sciences and Technology

o Measurement: Capacity - Measure capacity with measuring jugs - Use millilitres (ml) and litres (l) - Do calculations using ml and litres - Convert ml ↔ litres

o Recognise and use equivalent forms of the numbers listed above - Decimal fractions of the form 0,5, 1,5 and 2,5 and so on, in

the context of measurement (e.g. containers) (e.g. 500ml = 0.5litre = ½ litre 5500ml = 5.5litres = 5 ½

litres) - Solve measurement problems in the context of Natural

Sciences and Technology ASSESSMENT TASK 5 : ACTIVITY 5.1 (e.g. practical + tutorial)

Wk 3

- 19 -

4

5.1.9 5.1.10 5.1.9 5.1.10 5.1.9 4.4.5 5.4.7 5.4.5 5.4.6 5.1.5 5.1.6 5.4.6 5.4.5 5.4.7 5.1.6 5.4.6


o Subtract 29 by subtracting 30 and adding 1 [No 114] o Add 39 by adding 40 and subtracting 1 [No 115] o Subtract 39 by subtracting 40 and adding 1 [No 116] o Add 71,81,91 by adding 70, 80, 90 and 1 [No 117] o Add number combinations of 4-digit numbers [No 105] (e.g. 1 600 + 1 600 = )


o Estimate, measure, record, compare and order - length using millimetres(mm), centimetres(cm), metres(m)

and kilometres(km) ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Measurement : Length - Measure length using rulers, metre sticks, tape measures and

trundle wheels - Use millimetres (mm), centimetres (cm), metres (m), and

kilometres (km) - Do calculations using mm, cm, m, km - Convert mm ↔ cm, m ↔ km - Recognise and use equivalent forms of the numbers listed

above, including decimal fractions of the form 0,5, 1,5 and 2,5 and so on, in the context of measurement

(e.g. 500mm = 0.5m = ½ m 5500mm = 5.5m = 5 ½ m 5500m = 5.5km = 5 ½ km) - Read, say and write up to 1 decimal - Convert from words to numbers and numbers to words - Notation (e.g. 53,6) - Use place value table (e.g. 6 839,2)

Thousands

(TH) Hundreds

(H) Tens (T)

Units (U) ,

Tenths (t)

6 8 3 9 2

- Distinguish between numeric value and place value - Use place value cards to build up and break down decimal numbers - Solve measurement problems in the context of Natural

Sciences and Technology

o Measurement : Temperature - Uses appropriate measuring instruments (e.g. thermometers to measure temperature - Temperature using degree Celsius scale. - Do calculations using degree Celsius scale - Solve measurement problems in the context of Natural

Sciences and Technology ASSESSMENT TASK 5 : ACTIVITY 5. 2 (e.g. investigation on measurement)

Wk 4

- 20 -

5

5.1.1 5.1.9 5.1.4 5.1.9 5.1.7 5.1.6


o Count forwards and backwards from any 5-digit number [No 1] o 1 000 more than or less than a number [No 83] o Write the number down of a 6-digit spoken number [No 87] o Add by adding hundreds then tens then units [No 42] o Ratio and proportion word problems [No 30] (e.g. Sipho has half as many books as Jabu)


o Revise money (decimals) o Solve problems in financial context

- Buying and selling - Profit and loss - Simple budgets - Use thinking process - Estimate answer by rounding off - Do appropriate calculation - Check answer with calculator - Reflect method used - Consolidate methods

Wk 5

6

5.1.9 5.1.10 5.1.9 5.1.9 5.1.9 5.1.7 5.1.8


o Subtract by counting up (e.g. 492 - 489 ) [No 39] o Add 19 by adding 20 and – 1 [No 46] o Add 41, 51 and 61 by adding 40, 50 and 60 and then + 1 [No 48] o Subtract 41,51 and 61 by – 40, -50 and -60 and then -1 [No 49] o Give a pair of numbers with a total of (e.g. 1300) [No 106]


o Rate and ratio Solve problems that involve

- Compare two or more quantities of the same kind 3(ratio) relate to fractions (e.g. bag with 16kg of sugar and one with 24kg)

- Compare two quantities of different kinds (e.g. learners per teacher) and (rate e.g. speed) - Estimate answer by rounding off - Check answer with calculator - Reflect method used - Consolidate method of calculation - Solve problems in context

Wk 6

- 21 -

7 5.1.9 5.1.10 5.2.2 5.1.9 5.1.9 4.3.4 5.1.7 5.3.4


o Number pairs: which 2 numbers can give a total of (e.g. 3800) [No 107] o Double multiples of 10 and 100 (e.g. 310) [No 108] o Subtract by counting up (e.g. 7002- 6996) [No 109] o Counting forwards in 10s (e.g. 2260 + 50) [No 110] o Counting backwards in 10s (e.g. 3640 – 60) [No 111]

⇒ REVISION

o Space and shape - Recognise and describe lines of symmetry in 2-D shapes


o Further practice on comparing two quantities of different kinds (e.g. learners per teacher) and (rate e.g. speed)

- Estimate answer by rounding off - Check answer with calculator - Reflect method used - Consolidate method of calculation - Solve problems in context

o Space and Shape: Lines of Symmetry in 2-D shapes - Distinguish between symmetrical and assymetrical

o Recognise, describe and perform using geometric figures

and solids - Rotations (turns) - Reflections (flips) - Translations (slides)

Wk 7

8

5.1.9 5.1.10 5.1.9 5.1.9 5.1.9 4.3.6 5.3.5


o Addition and subtraction using any 4 digit number [No 120] o Addition by adding 3 multiples of 10 (e.g. 30 + 70 + 40) [No 121] o Looking for pairs that add up to 50 (e.g. 22 + 28 -12) [No 122] o Add 500, 600 and 700 to any 4-digit number (e.g. 454 + 600) [No 123] o Adding 2, 3-digit numbers ending with 0 (e.g. 150 + 190) [No 124]

⇒ REVISION

o Space and shape - Use objects and pictures to identify patterns in 2-D shapes

and 3-D objects in natural and cultural contexts ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

Practical exploration o Make patterns from 2-D shapes (polygons) (e.g. triangles,

squares, rectangles, pentagons, hexagons, heptagons, octagons) by using - Tessellation (e.g. tiling) - Identify line of symmetry - Identify rotational symmetry

Wk 8

- 22 -

- Movement including rotations, reflections and translations

o Make patterns from 3-D objects (cubes) by using

- Tessellations (tiling) - Line of symmetry (colour) - Rotational symmetry - Movement including rotations, reflections and translations

o Complete patterns using the above process

ASSESSMENT TASK 6 : ACTIVITY 6: 1 (e.g. make patterns 2D or 3D)

9 5.1.10 5.1.10 5.1.10 5.1.10 5.1.9 5.3.5


o Double a number by breaking down (e.g. double 128, double 100 + double 20 + double 8) [No 134] o Doubling- same as above [No 135] o Halve a number by breaking down (e.g. halve 2106, halve 2000 + halve 100 and halve 6) [No 136] o Multiply by 50 by X 100 and halve the answer [No 139] o Multiply by partitioning (e.g. 12 X 31 = (12 x30) + 12) [No 142]


o Complete: Make patterns from 3-D objects (cubes) by using - Tessellations (tiling) - Line of symmetry (colour) - Rotational symmetry - Movement including rotations, reflections and translations

ASSESSMENT TASK 6 : ACTIVITY 6.2 (e.g. test on basic operations, measurement and patterns)

Wk 9

10

o INTERVENTION and CONSOLIDATION on concepts requiring

further time

Wk 10

- 23 -


GRADE 5

TERM 4

WK LO &


1 5.1.10 5.1.9 5.1.10 5.1.1 5.1.10 5.1.8


o Practice 2 – 9 times tables (revision) o Double 2-digit numbers (e.g. 28, double 20 + double 8) [No 67] o Double 2-digit numbers [No 68] o Halve 3-digit numbers (e.g. 106, halve 100 + halve 6) [No 69]

o Counting forwards in fractions (e.g. 121

, 122

…….. 1212

)

⇒ REVISION

o Rounding off to the nearest 10, 100 or 1 000 o Addition and subtraction of whole numbers with at least 5 digits o Addition and subtraction of common fractions o Multiplication of at least whole 3-digit by 2-digit numbers o Division of at least whole 3-digit by 2-digit numbers o Solve problems in context o Reinforce the use of the calculator as a technique to check

solutions

Wk 1

2

5.1.10 5.1.10 5.1.1 5.1.9 5.1.9 4.4.8 5.4.8


o Multiply by 60 by x 6 then x 10 [No 140] o Approximation by rounding off to nearest 100 (e.g. 522 + 233 is approximately 500 + 200 = 700) [No 93] o Use flow diagram to x100 and x1000 [No 150] o Add hundreds (e.g. 200 + 500) [No 102] o Multiply by partitioning (e.g. 12 x 21 = (12 x 20) + 12) [No 75]

⇒ REVISION o Investigate and approximate perimeter using rulers or measuring

tapes ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Measurement : Perimeter : ( SI units- mm, cm, m, km ) Practically investigate

- Estimate distance (e.g. around a book, desk, class, etc.) - Explore by using your body (e.g. hand, finger, strides) to

measure - Select and use appropriate measuring instrument and SI unit - Use rulers or measuring tapes to find perimeter

(approximately) - Develop methods to determine perimeter of given shape (do

not use formulae)

Wk 2

- 24 -

3

5.1.10 5.1.1 5.1.9 5.2.3 4.4.8 5.4.8


o Multiply by 50 by x 100 and halve the answer [No 72] o Multiply 2-digit numbers by 100 and 1000 [No 76] o Divide 2-digit numbers by 100 and 1000 [No 77] o Determine output value for input value from flow diagram [No 148] o Determine output value for input value from flow diagram [No 149]

⇒ REVISION

o Investigate and approximate area of polygons (using square grids and tiling)


o Area Practically investigate

- Use cut out squares (hint: 3cm x 3cm) squares to tile an area (e.g. text book, desk, table, etc.)

- Use the squares to build any shapes - Pack out the same shape on grid paper(1cm x1cm ) and

draw the outline - Count number of covered squares on grid paper - Colour in given drawings on grid paper - Determine area of different polygons on grid paper (include

half blocks) ASSESSMENT TASK 7: ACTIVITY 7.1 ( e.g. investigation )

Wk 3

- 25 -

4

5.1.9 5.2.2 5.1.9 5.2.2 4.4.8 5.4.8 5.4.7 5.4.12


o Square numbers from 2 to 10 (e.g. 4 x 4 + 16) [No 63] o Know the square of 2 – 10 off by heart [No 64] o Squares of multiples of 10 (e.g. 20 x 20 = 400) [No 65] o Subtract 71,81 or 91 by subtracting 70,80 or 90 and then -1 [No 118] o Complete a sum by filling in the symbol [No 66] (e.g. 4 □ 3 = 12)

⇒ REVISION

o Investigate and approximate volume/capacity of 3-D objects ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Measurement : Volume Practically investigate

- Packing and filling of 3-D objects to find volume in cubic units - Estimate number of cubes to fill container - Fill a small container with cubes - Count the number of cubes - Estimate number of cubes from a given diagram (e.g. tower

block)

o Recognise and describe right angles - Use body to show different turns

(e.g. quarter, half, three quarter, full turns) - Use geo strips to demonstrate concept of turns - Use concrete 3-D objects to recognize right angles - Use pictures of 2-D shapes to recognize right angles - Use pictures of 3-D objects to recognize right angles - Identify right angles inside and outside the class

(Use range of 2-D shapes as set in LO 3)

Wk 4

5

5.1.11 5.1.11 5.1.9 5.1.9 5.1.9 5.3.7 5.3.8


o Recognise if the sum of 2 numbers will be odd or even number [No 80] o Recognise if the difference between 2 numbers will be odd or even number [No 81] o Multiply and divide using different terms [No 82] o More or less (e.g. 1000 more than 9999) [No 83] o Pair of numbers (e.g. that total 1300) [No 106]


o Space and shape : Orientation ( view of an object held in different positions) - Look at an object from different angles/ view (left, front, right

and top view) - Describe orally and in writing changes in the view - Sketch the views

o Locate position using verbal and written instructions

- Locate and plot a position on a coded (labeled) grid - Move between positions on a coded grid - Describe how to move between positions on a coded grid - Locate points/ positions using maps to trace a path between

positions on a map

Wk 5

- 26 -

6

5.5.1 5.1.9 5.1.9 5.1.9 5.1.9 5.5.6 5.5.7


o Counting in fractions (e.g. 41

, 42

, 43

, 44

) [No 147]

o Complete a multiplication grid- time it [No 131] o Square multiples of 100 (e.g. 200 x 200) [No 132] o Complete a sum by filling in the symbol [No 133] (e.g. 4 □ 3 = 12) o Revise 6x and 8x tables

⇒ REVISION

o Drawing bar graphs from given data ⇒ CONCEPT TO BE TAUGHT AND PRACTISED

o Data Handling - Read and interpret data in pictographs and bar graphs - Use given data, ( e.g. graphs, tallies and tables) sensitive to

the role of context (e.g. rural or urban), categories within the data (e.g. gender and race) and other human rights issues

- Interpret data to answer questions - Draw conclusions - Make predictions

ASSESSMENT TASK 7 : ACTIVITY 7.2 (e.g. data-interpretation)

Wk 6

7

5.1.9 5.1.9 5.1.11 5.1.9 5.1.11 5.5.8 5.5.9 5.5.10


o 8 x and 9 x table [No 129] o Complete a multiplication grid-time it [No 131] o Check answers to a sum by doing the inverse Operation [No 145] o Pair numbers (e.g. that total 3600) [No 106] o Add by rounding off to the nearest hundreds [No 146] (e.g. 2522 + 2233 is approximately 2500 + 2200)


o Probability - Compare and classify events into certain, or uncertain, or

never happen

o Practical: - Collect data by (e.g. tossing a coin, rolling a die and spinning a spinner) - Record results: count outcomes for a series of trials

count the frequency determine the possible outcomes

Wk 7

- 27 -

8

⇒ REVISION

Wk 8

9

ASSESSMENT TASK 8 : (minimum 100 marks) EXAMINATION ( Whole years work )

Wk 9

10

ASSESSMENT TASK 8 : (minimum 100 marks) EXAMINATION ( Whole years work )

Wk 10

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