Mathematics notes_08_06_2021_19_23

PRS401C Maths Abdiyah Memo Jan 2016 Question 1 1.1 Explain the difference between the concept "mathematics" and "concept" in mathematics. Use examples to illustrate your answer. (16) pg2 & Ch3 Mathematics is part of our everyday lives. It helps us to make sense of the world around us. It tells us how people trade, know distance, time, etc. It is a universal language understood by all by using symbols, shapes, numbers and images. It helps us communicate, produce goods, trade and participate in sports. Mathematics involves adding, subtracting, dividing and multiplication. Applying it to our everyday live is called numeracy and it helps us to be productive. A concept is a general idea that humans form in their minds of things in the environment and these ideas are based on how we group them. These are for example "shapes" which have something in common like angles , sides, faces etc. There are many more concepts that can be named such as fractions, graphs, patterns, sorting etc. Children make sense of concepts through ample opportunities to engage in hands-on activities that help them to understand and remember the most important ideas about a concept. 1.2 Tabulate 4 components of a grade R daily programme and explain the relationship of each component to mathematics (9) pg56-61 Free Play activities and Possible Mathematical discoveries Block corner with small cars or animals Number relation of more / less, counting and part-whole relationships, Space and shape Art corner Patterns, space and shape, number relations and writing experiences Book corner Patterns, space and shape, number relations and writing experiences Doll's house corner Space, measurement, number relations of more / less Page 2 of 12 Register time and Possible Mathematical discoveries Taking the register: learners count whether all group members are present Counting, one-to-one correspondence (1 child gets one tick on the register card; 6 ticks for a group means 6 learners are present). Subtraction: if 1 learner in a group of 6 is absent, how many are present? Birthdays Number recognition (how old is John), time (day of the week, date), subitising (show with the fingers how old John is today). Calendar work Time (date, day of the week, month) and number recognition (day on the calender) Play-based activity and Possible Mathematical discoveries Physical and locomotor activities (outdoor) Perceptual experience: position E.g up, down, right, left, slow, fast, forwards, backwards, next to Measurement Time and distance (walk, run - how long does it take, how many steps from the class to the tree, and to the swing. Compare the number of steps, which distance is shorter?) Number recognition Put out skittles marked with numbers 1 - 10. the learners receive a card with dots between 1 - 10. Throw the skittle with the number that matches the dot card in your hand with a bean bag. Number relations: Here are 3 stones for each. Run and find yourself three more stones. How may stones do you have now? Perceptual games: Space and shape Moving in / out / over different obstacles, e.g round drums, triangular cones, big square cubes as well as climbing apparatus such as a jungle gym.