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1 y Grade3 N um e r a c in ENGLISH This book belongs to: ENGLISH Book 2 Teacher: Sign:

2 65 Term 3 Week 1 A B C D E Keep adding Stone patterns Looking for patterns = = = = = = Jabu and Nomsa make patterns with stones in the sand. They count the pattern of stones in each row they make a) Write the patterns For each row: Count the stones, say the number, and write the number of stones in each group above the pattern. We have done the first one for you. 2

3 b) Describe each pattern Choose which pattern A, B, C, D or E matchs each sentence: Pattern counts up to a number then down again. Pattern is a pattern of odd numbers. Pattern is a halving pattern. Pattern is a pattern of even numbers. Pattern shows numbers in order. Follow the steps Draw the shapes that come next in each of the patterns below. Also write the number for each part of the pattern. Check! Compare! Correct! a) Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë Ë (3) b) c) d) e) Teacher: Sign: 3

4 66 Term 3 Week 1 Inches How big is a foot? Long ago people began to use parts of the body to measure length. An inch was the width of a grown up man's thumb. a) Measure the width of your thumb on a piece of paper. b) Then move your thumb along and mark again until you have a strip of marked paper that is 12 inches long about 12 of your own thumb widths long. c) Cut out your thumb ruler. r. d) Find and list some objects that are about as wide as your thumb. e) Find and list some objects that measure 12 of your thumb widths. Feet Find and list some objects that measure 12 of your thumb widths. a) Trace your foot on a piece of paper and cut it out. b) Measure the length of your foot with your thumb ruler. How many inches long is your foot? inches. The English word inch comes from Latin word uncia meaning "one twelfth part". Can you guess why? In some other languages, the word for inch is similar to or the same as the word for "thumb". 4

5 Estimate then measure a) The table below shows some units that people used for measuring long ago. For each unit, first estimate how many centimetres (cm) long the unit is on your own body. Write your estimate in the table. Then use a measuring tape to measure. Write in your measurement. Compare with your estimates. Cubit The length of your forearm (from the elbow to the tip of the middle finger) Estimate (cm) Measure (cm) Yard From your nose to the tip of your fingers Pace The length of your step when you walk Fathom From finger tip to finger tip when your stretch out both arms b) Next find things in the classroom that measure the same length as each of these body units. Things that I found that are as long as a: Cubit Yard Pace Fathom Teacher: Sign: 5

6 67 Term 3 Week 1 How many faces? Quick calculations a) I estimate faces. b) I count faces. c) The difference between my estimate and my count is. Draw more faces to make a 100. How many more did you draw? 6

7 What can I buy with R200? Which of these items can I buy for exactly R200? Add these amounts Check! Compare! Correct! R45 + R9 = R234 +R19 = R657 + R29 = R37 + R9 = R485 + R19 = R678 + R29 = R86 + R9 = R642 + R19 = R R29 = R39 + R9 = R567 + R19 = R604 + R29 = R9 1 + R9 = R333 + R19 = R R29 = Subtract these amounts R1 35 R9 = R456 R19 = R657 R29 = R237 R9 = R485 R19 = R678 R29 = R1 7 6 R9 = R283 R19 = R41 1 R29 = R228 R9 = R567 R19 = R41 4 R29 = Teacher: Sign: 7

8 68 Treasure map Term 3 Week 1 This is a game to play with a partner. Take turns. 1. Choose a place on the map on the next page to hide a secret treasure, for example 2B. 2. On a piece of paper, write down the row and column where your treasure is. Don't tell your partner! 3. Your partner must guess in which row and column it is. 4. Next you will give a clue. Tell your partner in which direction to move to reach the treasure. NW N NE North (N) means go straight up North-east (NE) means go up some and go right some East (E) means go directly to the right W E South-east (SE) means go right some and go down some South (S) means go straight down SW SE South-west (SW) means go down some and left some S West (W) means go straight to the left North-west (NW) means go left some and up some. 5. Your partner will guess again using the clues you give. 6. Continue until your partner lands on the treasure. 7. Count how many guesses it took him or her to find the treasure. 8. Now change roles, so that your partner can hide the treasure and you can guess. 8

9 A B C D E F G H I Teacher: Sign: 9

10 69 Term 3 Week 2 Let's solve problems! Different ways to work it out Read how 3 children solve the same problem. 154 children come to a School party. There is 1 slice of cake for each child. So far, the teacher has cut 143 slices. How many more must she cut? = 11, so she needs 11 more slices. Number sentence: = 154 There are 143. How many more to make 154? I will use a number line = 11, so they need 11 more. Number sentence: = 154 I must count on from 143 untill I get to 154. I'll use arrows and + signs ( ) = 11 Number sentence: = 11 I must subtract 143 from 154. I will break my numbers up into tens and ones. 10

11 Work this out Choose your own way to solve each of the following problems. Show your calculations and write the answer as a number sentence. a) Ranu visits her grandmother. She lives 185 km away. Ranu travels 169 km by bus and the rest by taxi. How many km does Ranu go by taxi? Number sentence: b) Jabu's mother has R128. She buys some food. She has R76 left. How much did the food cost? Number sentence: c) A farmer packs his bananas into 2 boxes. Box A has 347 bananas. Box B has 231 bananas. How many more bananas in Box A than in Box B? BOX A BOX B Number sentence: d) Ben has some marbles. Thumi gives him 127 more. Now he has 168. How many marbles does Ben have to start with? Teacher: Sign: Number sentence: 11

12 70 Term 3 Week 2 Count and write! Bigger and bigger a) Count on from Say the numbers as you go b) Write the missing numbers in the grid above. c) Write the 10 numbers that come after ; ; ; ; ; ; ; ; ; ; Count in 2s and 5s a) Write the next 8 numbers in the 2s pattern. 510; 512; ; ; ; ; ; ; ; 12

13 b) Write all the numbers in 2s pattern from 548 to ; ; ; ; ; ; ; ; ; ; ; 570 c) Write the next 8 numbers in the 5s pattern. 515; 520; ; ; ; ; ; ; ; Break up your number a) Build each number with your cards. b) Write the value for each digit. Now do these: Brake up your number There are ten digits We put them together to make numbers. Example: Write the number names Teacher: Sign: 13

14 71 Counting practice Term 3 Week 2 Start Add on from 500 Write in the missing numbers End Count back from 600 Write the change each time. Start End How many numbers? Write down as many 10-digit numbers as you can with a 6 in the 100s place. 14

15 Write the numbers a) 12 more than 523 is. b) 15 less than 540 is. c) 20 more than 576 is. d) 60 less than 590 is. e) 537 less 29 is. f) Half of 300 is. g) Double 420 is. h) Half of 600 is. i) Double 450 is. j) Half of is. Bigger doubles and halves a) = b) = c) = d) = e) = f) = g) = 232 h) = Numbers in order Write these numbers in order from small to big. What is the 3rd number? Teacher: Sign: 15

16 72 Place value patterns Term 3 Week 2 2 digit numbers times 10 Write in the numbers. 1. Draw two number cards and use them to make a 2-digit number. 2. Make this number on one place value board using blocks. Work with a partner. You will need: Pencil and paper Two place value boards and blocks (Cut-outs 4 to 6) A pile of single digit number cards 3. Multiply this number by 10. You can use your place value board, pencil and paper, or any way you like. 4. Make the number on the second place value board using blocks. 5. Think about what is the same and what is different about the numbers on the two boards. 6. Repeat with at least four different numbers. 1 digit numbers times 10 and 100 When we multiply numbers together, the answer we get is called the product. 1. Take a number from the pile of number cards. Write the number in the right hand column. 2. Multiply that number by 10. Use any way you like. Write the product in the middle column. 3. Now multiply the number in the second column by 10, and write the answer in the first column. 4. Repeat these steps with at least four other numbers

17 5. Write a sentence to say how the digit changed position when you multiplied by 10. Target 100 You need: a die a place value board (Cut-out 6) for each player number blocks (made from Cut-outs 4 and 5) for each player Play this game with a partner Each player will have seven turns. You cannot skip any turns. 1. On your first turn, roll the die. Decide if the number rolled will be tens or units. Put that number of unit blocks or ten strips in the correct place on the place value board. 2. Next it's your partner's turn to do the same. 3. You will each take six more turns, each time choosing if you want to add the number rolled as tens or as units. 4. Whenever you have enough unit blocks, trade them for a 10 unit strip. 5. Your goal is to get as close to 100 as possible, without going over 100. The player with more than 100 automatically loses. 6. After seven turns, the player closest to 100, without going over a 100, is the winner. Teacher: Sign: 17

18 73 Term 3 Week 3 Number families We can make families of numbers. Each family has two lesser numbers and one greater number. Each family has two bigger numbers and one smaller number. Take 4, 8 and 12 as an example = = = = Find the families Write 4 number sentences for each group of numbers. Look for links = 50 + = = = = = = 31 + = = = 70 + = = = = =

19 Build your own families Example: Make = = = = = = = = 9 For each number below, choose 2 more to make a family. Write four number sentences (two + and two ) for each number family. Check! Compare! Correct! = = = = Challenge: How much more? Bongi saves for the bike. He needs R399 more. How much does he already have? Answer: R 616,00 Teacher: Sign: 19

20 74 Term 3 Week 3 More about stamps What are the stamps worth? MNANDI VILLAGE POST OFFICE a) Work out the total value of each kind of stamp. b) Add your totals together. 20

21 How many stamps can you buy? Write your answer in the blocks. Follow the example in the instruction. R1 R10 R15 R25 R40 R c R4 R10 R12 R24 R50 2 R8 R80 R40 R20 R16 R R5 R10 R15 R30 R60 R45 2 R4 R2 80c R1,60 R8 R16,80 10 Challenge: The fewest number It costs Buthi R20 to send a parcel. The Post Office only has stamps in 20c, 40c, 50c, and R2,50 amounts. What is the fewest est number of stamps Buthi can use? Draw them here: Teacher: Sign: 21

22 75 Count in 25s Term 3 Week 3 a) Beadwork Anne uses 25 beads for 1 string. Count the strings and the beads. Strings Beads b) c) d) Write number sentences Use the results from your bead count to complete each number sentence. a) 4 25 = 100 b) 100 = 25 c) 25 = d) = 25 Check! Compare! Correct! 22

23 Multiply by 25s 25 Buying beads A shop orders 14 strings of beads. 14 lots of 25 that s the same as 10 lots of 25 added to 4 lots of 25. Mandla works out how many beads he needs. He writes: = 250 and 4 25 = = 350 Beads and strings 16 strings with 25 beads = beads altogether 28 strings with 25 beads = beads altogether 150 beads make strings of 25 beads 300 beads make strings of 25 beads 275 beads make strings of 25 beads each Check! Compare! Correct! Teacher: Sign: 23

24 76 Term 3 Week 3 Cape Town Day time and night time The table below shows when the sun rises and sets at different times of the year in Cape Town. Read the times in the table and then fill in the rest of the table before answering the questions below. CAPE TOWN Cape Town Sunrise Sunset Length of day Length of night March 23 6:53 am 6:53 pm June 21 7:51 am 5:44 pm September 19 6:41 am 6:41 pm December 22 5:32 am 7:58 pm a) In which months are the day and the night the same length? b) Which month has the longest days? c) Which month has the shortest days? d) Find the difference in hours and minutes between the longest day and the shortest day. e) For each date above, find the length of the day and of the night. 24

25 In Polokwane This table shows when the sun rises and sets at different times of the year in Polokwane. Read the times in the table and then fill in the rest of the table before answering the questions below. POLOKWANE Polokwane Sunrise Sunset Length of day Length of night March 25 6:08 am 6:08 pm June 21 6:44 am 5:24 pm September 17 5:57 am 5:57 pm December 22 5:13 am 6:50 pm a) In which months are the day and the night the same length? b) In which of these months is the length of day the same in Cape Town and Polokwane? c) In which months are they different? d) Find the difference in hours and minutes between the longest day and the shortest day. e) Find the length of day and night for each date. Ask someone to help you to find the sunrise and sunset times in your area. Write them down for one week. Are the days getting longer or shorter? Teacher: Sign: 25

26 77 Playing with place value Term 3 Week 4 Make the biggest number Play this game with a partner Materials you will need: A pile of one digit number cards. Place value board, Number blocks and strips (units, ten strips and hundred blocks) for each player HUNDREDS 100s How to play: 1. Shuffle the number cards. 2. The first player draws a number card and decides if the number on the card will stand for ones, tens, or hundreds. 3. Then he or she puts that number of pieces 1s, 10s strips, or 100s blocks, on his or her place value board. 4. The other player draws a number card, decides whether that number will stand for 100s, 10s or 1s and puts that number of units, ten strips, or hundred blocks on his or her place value board. 5. Play three rounds in all. 6. The player with the largest number after three rounds wins. TENS 10s UNITS 1s

27 Give and take Play this game with a partner. HUNDREDS 100s TENS 10s UNITS 1s Materials you will need: Place value board, Number blocks and strips (units, ten strips and hundred blocks) for each player. Something (a sheet of paper or bag) to keep the place value board hidden from the other player How to play: 1. Each player thinks of a 3-digit number, but keeps it a secret. The number must not include the same numeral more than once. 2. The number must not include any 0 s. 3. Players take turns as givers and takers. When you take your turn, choose any number from 1 to 9, and ask your partner to give you that number. For example, you can say, Please give me a 3. If the giver's number has 3 hundred, he or she will say, You may have 3 hundred. Then the giver must subtract 300 from his or her number, and you, the taker may add 300. But if the 3 was 3 tens, the giver will say, You may have thirty. She or he will subtract 30, and the taker will add 30. If the 3 is 3 ones, he or she will say, You may have three, and she will subtract 3 while the taker adds 3." If there is no 3 in her number, the giver will say You may have nothing! 4. The game ends after five rounds. 5. The player with the biggest number wins. Teacher: Sign: 27

28 78 Term 3 Week 4 Hundred chart slippery slide Make the biggest number Play this with a partner, or in a group of 3 to 4. Materials you will need: 1 die Use 16 number cards with two cards each with the following numbers on them: + 5, 5, + 9, 9, + 10, 10, + 11, A counter (a stone or other object) to represent each player. How to play: 1. Shuffle the number cards and put them face down. 2. To start each player puts a marker on the board at When you take your turn you: Roll the die and move that number of spaces forward on the board (on the opposite page). If you land on a purple square at the end of a row any time during your turn, you take a free ride down to the beginning of the next row, then complete your turn. If you land on a red number (which always has a 5 in the ones place) pick up the top card from the deck, and follow its instructions. For example: + 5 means move forward an extra 5 spaces 5 means go back 5 spaces You only need to do this once. If you land on another red number, just stay there, don't draw another card. If you follow the instructions and get back to 0, just stay at 0 until your next turn. Whoever reaches 100 first is the winner. 28

29 Hundred chart slippery slide game board Teacher: Sign: 29

30 79 Term 3 Week 4 Circle patterns Count in groups Count the beads in each pattern for each red bead you count. a) Write the number pattern the red circles make. b) Write 5 numbers that comes next in the pattern. c) Write a sentence to describe the pattern. Example: Count: two; four; six; eight; ten a) b) c) Counting in 2s/even numbers Pattern A a) b) c) Pattern C a) b) c) Pattern B a) b) c) Pattern D a) b) c) 30

31 Pattern E a) b) c) Pattern F a) b) c) Pattern G a) b) c) Pattern H a) b) c) Challenge: Fill in the missing numbers This is part of a hundred chart. Fill in the missing numbers. 34 Teacher: Sign: 31

32 80 Term 3 Week 4 Straight and curved Solid objects Some solid objects only have flat sides. Others have curved sides. A cylinder has two circular faces and one curved face. A cone has one circular face and one curved face. A sphere has just curves in every direction. Of the 3 objects, which one: a) Cannot roll very far. Rolling Think about how a cylinder, cone, or sphere may roll. b) Can only roll in a straight line? c) Can roll in any direction? What is a net? A flat shape that can fold up to make a solid figure is called a net. A B Write the letter of the net that can fold up to make a cone. Write the letter of the net that can fold up to make a cylinder. 32

33 Nets for cubes If you cut out the flat shape or net on the left, you can fold it up to make a square box or cube. Look at the three shapes below. 2 of them you can fold to make a box. 1 does not fold into a box. a) Tick (ü) the shape that you think does not fold into a box. b) Draw each shape on grid paper. c) Cut out and fold each shape to check if you were right or not. d) There are 8 other patterns that can make a box. Try to find as many as you can. Draw them on grid paper and cut them out. Teacher: Sign: 33

34 81 More about place value Term 3 Week 5 Work with a partner. Materials: Pencil and paper A magic trick The steps: Tell your partner to write down a secret number between 1 and 100. They must not tell you what the number is. Say that you'll use maths magic" to find it. Tell your partner to double his or her secret number. Next, tell your partner to multiply that new number by 5. Now your partner must tell you the product. You then drop the final 0. This is the secret number. Say "Abracadabra!" and tell your partner the secret number. Try it a few times, and then work with your partner to write a sentence to explain how the magic works. Three hundred Play with a partner or in a small group. Materials: A place value board and blocks for each player. 3 dice for each group or pair of players. How to play: 1. Each player has 8 turns. No turns may be skipped. 2. On the first turn, each player rolls the 3 dice and makes a number on the board. He or she can choose which of the 3 numbers from the dice will stand for 1s, which will be 10s and which will be 100s. 3. On the next 7 turns, you roll the dice and make a new number from the digits showing on the 3 dice. You can add this number to, or subtract it from, the number already on the board. 4. The winner is the player whose number is closest to 300 at the end of the 8 turns. 34

35 Use your head Play this game in a group. Material: Pencil and paper, sticky tape or masking tape How to play the game: 1. Players sit in a circle. 2. Each player writes a 3-digit number on a piece of paper and then tapes it to the forehead of the player to his or her left. Each player can see all the numbers except his or her own. 3. Each player then tries to guess his or her own number. 4. If the guess is not right, the other players must tell him or her if any of the digits guessed are the same (both the digit and the place value) as in the number. They will only say how many digits are right. They will not say which digit is right (that is, they will not say what its place value is). 5. The player guessing can write down such clues. 6. The player who is guessing must also give clues. He or she must tell each of the other players a number with the same number of units, or tens, or hundreds as that player's number, without saying which place is the correct one. For example, if the other player s number is 123, you clue would have either 1 in the hundreds place, 2 in the tens place, or 3 in the units place. 7. Play moves clockwise around the circle until a player can guess the number correctly. That player is the winner. Teacher: Sign: 35

36 82 Beyond 600 Term 3 Week 5 Count and write! a) Count on from Say the numbers as you go b) Fill in all the other numbers in the grid. c) Write the next 8 numbers in the 10s pattern after ;720; ; ; ; ; ; ; ; ; d) Count on in 3s. Write the next 8 numbers in the pattern. 603; 606; ; ; ; ; ; ; ; : e) Count back in 2s, from ;698; ; ; ; ; ; : ; ;

37 House numbers This building has 3 floors of flats. The numbers go from 700 to 726. Floor 3 Floor Floor a) Write in all the flat numbers. b) Write these flat numbers: the 2 nd last flat on Floor 3 the 2 nd flat on Floor 2 the 3 rd last flat on Floor 2? the 6 th flat on Floor 1 Find the numbers 706 A B 724 Which number Which number goes here? Which number goes here? 726 goes here? 733 C Which number goes here? 736 D A = B = C = D = Check! Compare! Correct! Teacher: Sign: 37

38 83 Build up and break down Term 3 Week Use your number cards a) Build each number with your cards. b) Write the value of each digit in the number Write the number names. Check! Compare! Correct! Number Number name

39 Add on from 600 Write in the numbers. Start End Count back from 780 Write the change each time Start End Write the numbers 575 less 15 = 260 more than 500 is 20 more than 576 is 60 less than 590 is 6 Build these numbers Find at least 3 different ways to break up these numbers. a) 139 b) 302 c) 500 Example: 270 = If you need more space write on a separate sheet of paper. Teacher: Sign: 39

40 84 Term 3 Week 5 Trading money Play these games with a partner. Materials: R100 R10 R1 10c 1c Money Board (Cut-out 7), Paper and pencil, two dice, play money (from Cut-out 9): R100 and R10 notes; R1, 10c and 1c coins. R100s R10s R1s 10c 1c Place the Money Board on the table. The board has 5 sections which are, from left to right, R100, R10, R1, 10 cents, and 1 cent. For this game we are using the first 3 columns. Add up to 100 Rand 1. Each player takes a turn to roll the dice. Add the two numbers together. 2. Take that number of R1 coins and place them in the R1 section of your board. 3. As soon as you have ten R1 coins you must trade them for an R10 note. R1 R1 R1 R1 R1 R1 R1 R1 R1 R1 = R10 4. The one who is first to collect ten R10 notes and trades them for an R100 note is the winner. R10 R10R10 R10 R10 R10R10 R10 R10 R10 = R Penalties: If a player finishes the turn and forgets to trade ten R1 coins for one R10 note, and the other player catches the mistake, the penalty is R1. If a player forgets to trade ten R10 notes for one R100 note, he or she must pay R10 to the other player. 40

41 Subtract from R100 to R0 Play the same game, except start with ten R10 notes, and subtract the sum of the numbers on the dice. The player who gets to R0 first is the winner. Addition and Subtraction to R1 000 Add the sum of the dice on each turn, and take that number of R10 notes. The first one to reach R1 000 is the winner. Or, start with R1 000, and on each turn subtract. The first player to reach R0 wins. Adding up to R1 R100s R10s R1s 10c 1c Play the same as the first game, except this time when you roll the dice and find the sum, take the sum of the dice in 1 cent coins. When you have ten 1c coins, change them for a 10c coin. The first one who can change ten 10c coins for a R1 coin is the winner. Subtract cents Teacher: Sign: Start with R1, and subtract on each play. The first to get to 0 cents is the winner. 41

42 85 Term 3 Week 6 Hat a Let s go shopping! Hats for sale The shop sells hats for 5 different prices. Totals R20 R20 R20 R20 R20 R20 R120 Hat b R25 R25 R25 R25 R25 R25 Hat c R50 R50 R50 R50 R50 R50 Hat d R75 R75 R75 R75 R75 R75 Hat e R100 R100 R100 R100 R100 R100 a) Find the value of the hats in each row. b) MaZondo buys 1 of each kind of hat. How much does she pay altogether? c) Buti spends R450 altogether. He buys 1 hat for R100. What other hats does he buy? Show 2 possible answers. Check! Compare! Correct! Answer 1 Answer 2 42

43 At the bakery Musa uses this recipe to make a sponge cake. Sponge cake recipe For the cake: 40 g of self-raising flour; 3 eggs; 50 g of icing sugar For the filling: 140 ml cream a) Work out how much Musa needs to bake up to 6 cakes. Cake Flour Eggs Sugar Cream 1 40 g 3 50 g 140 ml b) How many cakes can Musa make from this packet? c) Tick ( ) the correct answer. one litre of cream can fill about: 10 cakes; 7 cakes; 8 cakes Quick sums Check! Compare! Correct! 10 7 = = 5 7 = 5 70 = 70 2 = 12 4 = 12 8 = 6 16 = 5 9 = 50 9 = 15 3 = 15 6 = 10 4 = 8 4 = 18 4 = Teacher: Sign: 43

44 86 Term 3 Week 6 About the house Baking day Aunt Phindi bakes bread in her oven. Show the time on these watches. She puts the bread in at a quarter past 4. She takes the cake out at five past five. How long does the bread take to bake? Ann s mother uses a microwave oven. It is much quicker. It is now 16:30. Look at the cooking time set on the microwave oven dial. When will the bread be ready? How much quicker is the microwave oven than the other oven? minutes. Morning jobs On Saturday morning Musa and Palesa help their mother in the house. How long does each task take? Start End How long? Make breakfast 6:15 6:40 Wash dishes 7:20 8:05 Clean the kitchen 8:20 9:15 Clean the bathroom 10:00 10:25 Clean the bedrooms 11:30 12:15 44

45 Water the garden A hosepipe can use up to 30 litres of water in 1 minute! How many litres of water can a hosepipe use in? 2 minutes litres minutes litres 5 minutes litres 10 minutes litres. Cooking curry Babu s father makes and sells curry. In one week, he uses 750 ml of oil. He writes down how much oil he uses each day. Mon Tues Wed Thurs Friday Sat Sun 98 ml 122 ml 108 ml 117 ml 109 ml 135 ml? a) How many ml of oil does he use from Monday to Saturday? ml b) How many ml of oil does he use on Sunday? ml c) One 750 ml bottle of oil costs R18,50. How much do 4 bottles cost?. Check! Compare! Correct! Teacher: Sign: 45

46 87 Term 3 Week 6 Serufe Maria Sam Amos Dudu More about data At the police station Five policemen do different jobs. Where are they now? At the desk On patrol In court Write the names of who is: At the desk? On patrol? In court? Tree day Five schools compete to see who can plant the most trees on Arbor Day. = 10 trees Klipspruit Mthonjeni Sonskyn Thuthong Mosiba How many trees does each school plant? Klipspruit Mthonjeni Sonskyn Thuthong Mosiba How many trees do the schools plant altogether? 46

47 What kind of roof? The Grade 3 class do a survey in their village. They want to find out about the kinds of roofs on different houses. They show their results in this block graph. They draw 1 tick ( ) for each house of they see. Tiles Thatch Wood Iron How many of each kind of roof do they see? Tiles Thatch Wood Iron Which is the most popular kind of roof? How many roofs do they count altogether? Hat sizes The boys at Juma school wear school caps. The caps come in size 2, 3 and Count how many learners wear each size of cap Which is the most common size? Check! Compare! Correct! Teacher: Sign: 47

48 88 Term 3 Week 6 Find the area Measurement puzzles How many squares this size do you need to completely cover each figure? Use your own way to work it out. You can draw squares on the pictures to help you work it out. a) b) c) d) Solve the riddle You want to measure out exactly 4 litres of water. You have only two containers: one holds 3 litres and the other 5 litres. How do you do it? Clue: there are at least two possible ways. 48

49 What do you see? Three blocks are glued together as in this picture. If you pick up the joined together blocks how many squares do you count on the outside? Count the cubes How many cubes make up this shape? Clues Challenge: a time riddle You have two sand timers. One measures exactly 7 minutes and the other measures exactly 11 minutes. How can you use the timers to find out when exactly 15 minutes has passed? Check! Compare! Correct! Teacher: Sign: 49

50 89 Equal parts of a whole Term 3 Week 7 One-half, any way you cut it Cut out some rectangles from some coloured paper. Explore some different ways to make one-half. 1. Fold a paper rectangle in half lengthwise. Cut the paper in half on the fold. Each of these pieces is exactly the same size. Each piece is one-half ( 1 2 ) of the original rectangle. 2. Fold another paper rectangle in half on the diagonal. Cut the paper in half on the fold. Each of these pieces is exactly the same size. Each piece is one-half of the original piece of paper. 3. What is another way to divide the paper into two equal parts? Explore with paper and scissors, and then sketch in the line where you fold and cut. More equal parts of a whole When we divide something into 2 equal parts we call the parts halves. When we divide something into 3 equal parts we call the parts thirds. When we divide something into 4 equal parts we call the parts fourths. When we divide something into 5 equal parts we call the parts fifths. 50

51 Sandwiches for lunch Thabo and his 3 friends make lots of sandwiches for lunch. They cut them up into fourths or quarters. This means they cut them into 4 equal pieces. Here is one way. Show 3 other ways they can do this. Dividing into fourths When we cut something into quarters ( 1 4 s), we divide it into 4 equal parts. Tick ( ) the pictures below that show quarters or fourths. Check! Compare! Correct! Teacher: Sign: 51

52 90 Term 3 Week 7 a) Share a pie Sharing out Sipho, Gugu, Andile and Lisa share one pie. I am hungry! Okay! I ll have a 1 I want half! ( 2 ) quarter. ( 1 4 ) b) Draw Sipho s share. c) I will have half of what is left. Draw Sipho and Gugu's shares. d) How much of the pie is left for me? Draw Sipho, Gugu and Andile's share. Draw all their shares of the pie. Write Yes or No A half is half of one whole A half is half of one quarter A quarter is half of a half A half and two quarters make a whole A half and a quarter make three quarters 52

53 Sharing sweets Some friends share some sweets. They each get 1 2 (half) of a packet. a) How many packets do they need to share between: 4 friends? 6 friends? 9 friends? b) How many friends can share: 4 packets? 10 packets? 3 1 packets? Dancing skirts 2 The mothers and grannies make dancing skirts. For 1 skirt they need metres (m) of fabric. The fabric costs R6 a metre. a) How many skirts can they make from? 5 m 10 m 20 m 25 m b) How much fabric do they need to make? 2 skirts 3 skirts 4 skirts 8 skirts c) How much does the fabric cost to make? 1 skirt 2 skirts 3 skirts Teacher: Sign: 53

54 91 Build up to Term 3 Week 7 How many sticks? There are ten sticks in a bundle. 1 = sticks 10 = sticks 2 = sticks 20 = sticks 3 = sticks 30 = sticks 4 = sticks 40 = sticks 5 = sticks 50 = sticks 6 = sticks 60 = sticks 7 = sticks 70 = sticks 8 = sticks 80 = sticks 9 = sticks 90 = sticks 10 = sticks 100 = sticks Rows of sticks There are ten bundles of sticks in a row = 100 sticks 1 row of 10 bundles = 100 sticks = rows of 10 bundles = sticks = 4 rows of 10 bundles = sticks = 6 rows of 10 bundles = sticks = 8 rows of 10 bundles = sticks = 10 rows of 10 bundles = sticks = 54

55 How many bundles? 600 sticks make bundles. 700 sticks make bundles. 900 sticks make bundles sticks make bundles. Follow the pattern Example: = = = = = = = = = = = = = = = Target Find 3 numbers that add up to Example: Check! Compare! Correct! Teacher: Sign: 55

56 92 Prisms Term 3 Week 7 What is a prism? Prisms are solid objects that have: 2 bases that are the same shape and size (they are congruent) rectangular sides that join the bases. Face A face is a flat surface of a solid object. An edge is a line formed by two faces. Edge Vertex A vertex or corner is the point where two or more edges meet. All about a cube A cube is a prism with all the faces the same size. How many faces? How many edges? How many vertices? 56

57 Patterns in prisms Complete the table for the other prisms. Prism Shape of base Number of sides of the base Number of faces Number of edges Number of vertices Teacher: Sign: 57

58 93 Term 3 Week 8 At the game At half time each player drinks 1 4 Measure and pour of a litre of juice. a) How many players can share? 1 litre 4 litres litres b) How much juice do they need for? 8 players 9 players 12 players Litres and millilitres (ml) 1 1 litre = ml 2 a litre = ml 1 4 of a litre = ml 125 ml = of a litre 50 ml = of a litre Make half a litre Tick ( ) the 3 amounts that add up to half a litre. 120 ml 140 ml 160 ml 28 ml 240 ml Milk is good for you! Share 4 litres of milk between: a) 8 children Each child gets litres b) 16 children Each child gets litres c) 12 children Each child gets litres 58

59 Bongi s Juice Bar For 1 jug, Bongi uses one quarter ( 1 4 ) of a cup of juice and 2 cups of water. Work out how much juice and water Bongi uses for up to 5 jugs of juice. Jugs Cups of One quarter Juice 1 ( Cups of water 4 ) 2 6 Make a litre How many of each container do you need to make a litre? a) 100 ml b) 200 ml c) 250 ml d) 500 ml e) 50 ml 7 After the party Thandi s party is over. There are drinks left over. Check! Compare! Correct! How much yellow juice is left? Thandi mixes the two juices together. How many full jugs can she fill? How much purple juice is left? Teacher: Sign: 59

60 94 Term 3 Week 8 Pattern block fractions When we divide something When we divide something When we divide something into 2 equal pieces we call into 3 equal pieces we call into 6 equal parts we call the parts halves. the parts thirds. the parts sixths. Parts of a hexagon a) Find the piece that is one half of the yellow hexagon. Trace it on the hexagon. b) Find the piece that is one third of the hexagon and trace it. c) Find the piece that is one sixth of the hexagon and trace it. 60

61 Wholes and parts come in many shapes Find the pattern block shape that is one sixth of this purple shape. Trace that piece on the purple shape. a) More or less than a whole? Look at the sets of pattern block pieces below. Is each set more than, less than, or equal to one whole hexagon? Write and explain you answer under each set of shapes. b) c) Teacher: Sign: 61

62 95 Term 3 Week Writing fractions 1 3 Make a metre measuring tape Materials: long strip of paper, pencil, metre stick or tape measure When we write fractions with numbers: The number on the bottom tells us how many equal parts we divide the whole into. The number on top tells us how many of those parts we have. Work with a partner _ Steps: Measure a length of paper tape exactly equal to one metre. Carefully fold your paper in half and on the fold write 1 2 metre. 4 and 3 4 Now fold it over in half again (it is now folded into four equal parts). Mark the 1 4 and metre folds. a) How many fourths are there in each half metre? b) How many fourths are there in one whole metre? 62

63 Now measure things in your classroom that are about 1 metre, 1 2 metre, 1 4 or 3 4 metres long. Lastly, fold each fourth in half. Label each new fold 1 8, 3 8, and 8. How many equal parts do you have in the one metre strip now? We divide each shape into equal parts. On the bottom, write the number of equal parts. On the top write the number of shaded parts. Then write the fraction in words Fractions of shapes Look ok at each picture. 3 Fractions on a number line 8 Three-eighths Write the fraction that is shaded: d: Write it in words. Now, write each of these fractions where it belongs on the number line. Teacher: Sign:

64 96 Pyramids Term 3 Week 8 Materials: Net of a three sided pyramid from Cut-out 8, scissors, sticky tape or glue. Pyramids have a base They have triangular faces which all meet at one vertex point. We name a pyramid after the shape of its base. If the base is a triangle, it s called a triangular pyramid or tetrahedron. You should have a net that looks like this in Cut-out 8. Cut it out and fold it into a pyramid. Then count the faces, edges, and vertices and fill in the table below. Faces, edges and vertices Use your pyramid to find the answers. How many faces does a triangular pyramid have? How many edges? How many vertices? 64

65 Complete the table for the other pyramids. Pyramid Shape of base No of sides of base Faces Edges Vertices Can you find the pattern? Use what you found above to fill in the tables below for pyramids with bases of 4, 5, and 6 sides. Then look for the pattern. Use the pattern to complete the table. Sides of base Faces 4 Describe the pattern: Sides of base Vertices 4 Describe the pattern: Sides of base Edges 6 Describe the pattern: Teacher: Sign: 65

66 97 Term 4 Week 1 Multiply and divide We often get problems where we must share out things. There are 12 apples to share among 3 children. How many apples does each child get? Andile draws pictures to share out the apples: Dumi subtracts 3 from 12 until she gets to 0 (no apples left): 12 3 = = = = 0 I took 3 away 4 times, so each child gets 4 apples. Zander uses his multiplication and division facts: He writes his answer as a division number sentence: 12 3 = 4 Sharing and dividing Work these out and use a division ( ) number sentence to show your answer. a) R40 is shared equally between 5 girls. Each girl gets R. Number sentence b) 90 apples shared equally between 10 packets. Each packet has apples Number sentence c) 45 metres of piping, cut into 5 m lengths. There are pieces altogether Number sentence d) 27 l of water poured into 9 bottles. There are litres in each bottle. Number sentence Can you see how it helps to know your and facts! 66

67 Let s practice multiplication and division! Multiplication and division are like 2 sides of the same coin! a) Write the answers b) Look for examples that are the same = = 45 5 = 24 3 = 32 4 = 35 5 = 27 9 = 36 4 = 18 2 = 21 3 = 36 4 = = Look for patterns Find answers that are the same. Example: 2 10 = = = = = 3 20 = = 30 2 = = 5 9 = 5 90 = 50 9 = 9 50 = 90 5 = 4 8 = 4 80 = 40 8 = 80 4 = 8 40 = 10 6 = = = 6 10 = = 2 8 = 20 8 = 80 2 = 8 20 = 8 2 = 3 9 = 30 9 = 90 3 = 9 30 = 3 90 = Discuss why this is so. Teacher: Sign: 67

68 98 Term 4 Week 1 Number puzzles Number chains The numbers in red make a chain of numbers that add up to 20. Find more chains that add up to 20. Draw round each of your chains in a new colour You can work out some answers here. Check! Compare! Correct! Odds and evens a) Draw a next to the odd numbers and a next to the even numbers b) Answer even or odd. Add two odd numbers. You get an number. Add two even numbers. You get an number. You add three odd numbers. You get an number. 68

69 Use the digits 1 9 Follow the rules Use each digit only once. The middle (central) number must be odd. Each pair of numbers has an odd total. The 5 vertical numbers have an odd total. The 5 horizontal numbers have an odd total. How many eggs? A vertical line runs up and down A horizontal line runs across Read the clues Work out how many eggs are in each nest. Clues Nest 1 Nest 2 Total number of eggs is 25. Difference between the numbers is 3. Total number of eggs is 31. Difference between the numbers is 1. Multiply and halve. a) To find the top number, multiply the two numbers below. Then halve your answer. b) To find the numbers below start at the top and work downwards by division Teacher: Sign: 69

70 99 Term 4 Week 1 Counting cans How many trays? At the cold drink factory they pack cans into trays. There are 10 cans in a tray. Number of cans Number of trays Number of cans Number of trays 1 tray, 2 cans over 12 cans 40 cans 24 cans 400 cans 56 cans 81 cans 200 cans 240 cans 67 cans 98 cans 78 cans 73 cans 90 cans 104 cans 190 cans cans 270 cans 243 cans How many crates? Next they pack 10 trays into 1 crate. How many cans in 1 crate? Answer cans 70

71 From crates to cans Complete the table. Crates Cans 100 Crates, trays and cans 1 crate; ; 1 tray and 5 cans Makes = 115 cans. Add these in the same way to find the number of cans. a) 2 crates, 5 trays and 7 cans = b) 4 crates, 9 trays and 1 can = c) 5 crates, 7 trays and 6 cans = d) 6 crates, 9 trays and 4 cans = e) 7 crates, 1 tray and 8 cans = f) 8 crates, 4 trays and 9 cans = g) 9 crates, 3 trays and 2 cans = Number cards a) Use your number cards to show each number b) Re-write the numbers in order from smallest to biggest. Teacher: Sign: 71

72 100 Tiling puzzle Term 4 Week 1 Work with a partner. Cut out one of the tiling puzzles from Cut-out 10. Each piece has a different shape. Warm up activity In this tiling puzzle each of the 14 pieces is made up of 2 or 3 triangles. Each of these triangles has two sides of the same length. One player makes a shape from two pieces. The other player must try to make the same shape by combining other different pieces. Example: If your partner makes this shape: You can make the same shape with different pieces: Areas in triangle units Trace the green triangle and cut out the copy. Fold it in half to make two smaller triangles. Do the same with the square. Use these small triangles to help you find out how to divide the other pieces. Write the area of each piece in triangle units How many triangles do you need to make each shape? 72

73 Growing squares Each side of this square is 1 unit long. This square has sides that are 2 units long. There are four unit squares in the 2 2 square. This square has sides that are 3 units long. How many unit squares in the 3 3 square? This square has sides that are 4 units long. How many unit squares in the 4 4 square? This square has sides that are 5 units long. How many unit squares in the 5 5 square? Answer how many unit squares will be in a square? square Check! Compare! Correct! square square Teacher: Sign: 73

74 101 Term 4 Week 2 From Write in the missing numbers. Count up to What s the change? Use your completed grid above to help you. 970 Start End

75 Count forwards or backwards Write the missing numbers: a) 901, 903; ; ; ; 911: ; b) 823; 820; ; 815; ; 811; ; c) 671; ; ; 701; ; 721; ; d) 855; ; 845; ; ; 830; ; e) 882; 884; ; ; 890; ; ; 896 Add What makes a 1 000? a) = g) = b) = h) = c) = i) = d) = j) = e) = k) = f) = l) = Teacher: Sign: 75

76 102 Term 4 Week 2 Make the kit Fraction strip kits Materials: 5 strips of paper in different colours, Scissors, Pencils/Crayons On one strip write the words: One Whole One Whole Take another strip and carefully fold it in half. Then open it up. How many equal parts do you have? Take a third strip and fold it in half, then fold it in half again. Open it. How many equal parts do you have? Write 1 4 on each fourth, and then cut along the folds. Now take another strip and fold it three times. How many equal parts do you have? Write 1 8 on each eighth, then cut along the folds. Finally, fold the last strip four times. How many equal pieces do you think there will be? Unfold the strip and count them. Write 1 16 on each piece. Since there are 16 equal pieces, we call each piece one-sixteenth of the whole You now have a fraction strip kit. You can use these pieces to play many games to help you understand fractions. Write your intials on the back of each piece so they do not get lost. 76

77 Naming the pieces a) Arrange the fraction pieces neatly on your desk like this. b) Which piece is the smallest? c) Use the pieces to help you write these fractions in order from smallest to biggest. 1 8, 1 4, 1 16, 1 2 d) Find the fractions 1 8, 1 4, 1 16, 1 2 on the number line below. One Whole e) Use the fraction kit pieces to help you answer these questions: How many halves equal one whole? How many fourths equal one-half? How many sixteenths equal one-eighth? How many eighths equal one-fourth? How many eighths equal one-half? How many sixteenths equal one-half? Teacher: Sign: 77

78 103 Term 4 Week 2 Play with a partner or a small group. Materials: Fraction kit for each player Die with these fractions on the faces: 1 from Cut-out 8. Fraction kit games 2, 1 4, 1 8, 1 16, 2 8, 2 16 Cover and add fractions Each player starts with one WHOLE fraction strip. One Whole Players take turns rolling the die. On each turn, place the amount rolled on top of your WHOLE fraction strip. For example, if, on your first turn, you roll 1 4, you will put one fourth on top of your whole. 1 4 One Whole The first player to exactly cover their one whole strip is the winner. To cover your whole completely you have to roll the exact fraction you need. If you role more than you can use, you have to pass and wait for your next turn. 1 2 One Word Uncover and subtract fractions All players start the game with their one whole fraction strip covered by two halves. Players take turns rolling the fraction die. Subtract the amount you roll. The first player to uncover their whole exactly is the winner. One Whole One Word 1 2 One Whole 78

79 Trading for smaller fractions You will sometimes have to exchange a fraction piece for other smaller pieces that are worth the same. For example, if, on your first turn, you roll 1 8, you must trade in one half for four eighths. one half four eighths If you put one half and four eighths side by side you can see that they are equal. Four eighths and one half cover equal parts of the WHOLE Now you can subtract Teacher: Sign: 79

80 104 Term 4 Week 2 Exploring volume The volume of an object means how much space it takes up. A unit cube has length, width, and height equal to one. Cubes Look at these objects made from small cubes. Write the volume in unit cubes. Volume = 6 cubes Volume = cubes Cuboids Look at these objects made from small square cubes. Write the volume in unit cubes. Volume = 12 cubes Volume = cubes 80

81 Little cubes and big cubes length height width A unit cube has length, width, and height each equal to one A cube that has length, width and height, each equal to two units, contains 8 unit cubes If a cube is three units on each side, how many unit cubes are there in all? Hint: Look at the top layer of cubes. How many small cubes do you see in that layer? How many layers are there? How many cubes in all? In a cube with sides that are 4 units long, how many unit cubes are in the top layer? How many layers are there? How many small cubes are there in all? Let s estimate How many small cubes will you need to make a big cube that is ? How many cubes will be in one layer? How many layers will there be? How many cubes altogether? Teacher: Sign: 81

CAPS. Mathematics. Grade 2. Practice Book. Practice Book. Practice. Book. Book. Book. Book. Book. Book. Book. Book. Book. Book. Book. Book.

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