PORTFOLIO 2009-2010

PORTFOLIO

PORTFOLIO

PORTFOLIO

1

INDIMA YOKUQALA

UMBONISO WOKUQALA

(Ngumhla wokuvulwa kwezikolo)UNYANISO: Zititshala, mandiqale ndenjenje, ndibulela kakhulu

ukuba ngawo lo mhla wokuvulwa kwezikolo sibe sibuye sonke sisaphelele kungekho namnye obuye enomkrwelo. Ndiyabona notitshala uTshona unkabi noko uyabonakala ukuba ebeziphethe okanye ebephethwe kakuhle ekhayeni, nezidlele ezi zitsho zatumtum.

(Qhuzu, bahleke bonke) Orayt, orayt ndisatsho zititshala ndibulela ubukho benu nisaphelele ngolwa hlobo ndinazi ngalo. (athinte isikhohlela)Ndiyaqonda nonke niyafunisela ukuba bobuphi obu buso ningabuqhelanga buhleli apha ecaleni kwam. Lo ke ngutitshala uZolile Sigculelo okhaya liseKapa, uza kuhlohla izifundo zeMbali ukutsho oko iHistory kwagrade 11 no grade 12. Kwakhona ahlohle iBusiness economics kugrade 10, endithemba ke ukuba nakumphatha kakuhle njengesiqhelo. Phofu nam sendisitsho nje kuba lisiko lalapha eChibini linempandla ukuba ziimvuzemvuze zabadlezana ingakumbi kubafiki. (Ebhekisa kuSigculelo) Khulula ibhatyi yakho mnumzana uSigculelo kusekhaya nalapha, lusapho lwakuni olu. Into ongayiqondiyo uyibuze kwakubo aba, ize ithi ukuba iyaboyisa uze apha kum. Enkosi.

Titshala uTshona ndakucela nje ukuba undincedise ukubhalisa aba bafundi bafikayo. (Bahambe)

UNOZENZO: (Ehlebela uNontembiso) Yhu ntombi uyambona na wethu? intle inzwana ayinasiphako, ithi ndijonge.

UNONTEMBISO: Mhle ntombi ndithi into yasemzini yazigqibezela ngelasemlungwini, inxibe kakuhle ntombi.

UNOZENZO: Awu! nyawukani zintombi zaseChibini ninganyathelwa, mhlawumbi kugilwane zizigidimi, izijoli noorhalazincame kufuniselwa ukuba intlaka yokuwela kumlomo kabani na.

0032 - Ityiwilila_NEW.indd 1 11/30/09 6:00:49 PM

Teacher File | Arts and Culture | Grade 8 15Teacher File | Arts and Culture | Grade 8

Asse

ssm

ent

Memorandum ! is task is not di" cult but it is best to monitor each group because it is all about structuring and organising themselves. If the learners are unsure or confused they might complete the task incorrectly and think it is complicated. ! e teacher should rather intervene before it reaches this point and keep the groups on track. ! is intervention will prevent the groups doing the work incorrectly and having to redo it as this is a demoralising process.

Assessment rubricIn the following assessment rubric the level descriptors for levels 1, 4 and 7 are given as examples. Based on your knowledge of your learners and depending on the actual task you set for them, you will be able to # ll in the missing level descriptors as required. ! is rubric assesses the whole group’s achievement, but you could also make one that assesses the individual learners’ contributions.

Criterion Not achieved

10–29

Elementary achieve-

ment2

30–39

Moderate achieve-

ment3

40–49

Adequate achievement

450–59

Substantial achieve-

ment5

60–69

Meritorious achieve-

ment6

70–79

Outstanding achieve-

ment7

80–100

Shows awareness of environ-mental concerns

Does not show or shows little awareness of environ-mental concerns

Shows some awareness of environmental concerns, but it is not always followed through

Shows awareness of environ-mental concerns

Adapted a suitable fairy tale, folk tale, fable or traditional story

Fairy tale, folk tale, fable or traditional story was not chosen or adapted or was unsuitable

Chose a suitable fairy tale, folk tale, fable or traditional story but could have adapted it better

Adapted a suitable fairy tale, folk tale, fable or traditional story

Used appropriate resources (costumes, props, sound e! ects)

Resources used were not appropriate

Most resources used were adequate, but at times they detracted from the performance

Used appropriate resources

Worked e! ectively as a team and adhered to deadlines

Did not work e! ectively as a team and did not meet any of the deadlines

Mostly worked e! ectively as a team; met most of the deadlines

Worked e! ectively as a team and adhered to deadlines

0091 - Planning and Assessment for Arts and Culture.indd 15 1/7/10 2:49:48 PM

CHAPTER ONE

Getting through the doors: Your fi rst days in a law fi rm

Practising law in South Africa is nothing like the television shows. The glamorous moments are few and far between, and it takes many years of hard work before you can buy that fancy red car you’ve always had your eye on …

It is a good idea to try to complete some vacation work (or ‘vac work’) while you’re still at university, since experience is the best teacher. Ask the faculty of! ce at your university about this. Another useful thing to do is visit the websites of large law ! rms as most of them have details about vac work available to law students. Many ! rms hire their candidate attorneys (CAs) from the batches of students who complete vac work with them so this can give you an edge.

If you haven’t done any vac work or spent any time in a law ! rm, this is the basic structure:

The Law Firm

X – you are here!20 Via Afrika’s Mathematics Grade 12 Exam Study Guide Chapter 2: Functions and Graphs

T.P. = (2; 3) ! y = a(x – 2)2 + 3 Substitute x = 3 and y = 2 in the above equation and solve for a:2 = a(3 – 2)2 + 32 = a(1) + 3a = –1 y = –1(x – 2)2 + 3 = –x2 + 4x – 4 + 3 = –x2 + 4x – 1Equation is y = –x2 + 4x – 1

Transformations of the parabola!e following table provides a summary of the e"ect of various transformations on the position of the parabola.

General Transformations

General Rule E!ect

!e basic parabola y = x2 Y

X

y = –x2 Y

X

Vertical translation

y = x2 + qShi#ed upwards by q units

Y

Xq

y = x2 – qshi#ed down by q units

Y

Xq

Horizontal translation

y = (x – p)2

Shi#s p units to the le# or the right of the y-axis

Y

Xp

Shi#ing to the right: y = (x – 3)2

Y

X3

Remember to always let: x – p = 0, therefore x = pso x – 3 = 0, therefore x = 3and x + 3 = 0 therefore x = –3

Remember to always let: x – p = 0, therefore x = pso x – 3 = 0, therefore x = 3and x + 3 = 0 therefore x = –3

Maths study guide Gr12 20 8/16/10 1:42:09 PM

TOPIC7

54 Pathways to Plant and Equipment

The use of oxy-acetylene equipment

The welding rod is dipped into the paste and powder ! uxes, although the rod could also be pre-coated with the paste by brushing it onto the rod just before welding.

Gas cylinder trolleys

Trolleys should be capable of accommodating one oxygen cylinder and one acetylene cylinder required for gas welding. Normally cylinders can be mounted on a trolley side by side, but where work has to be done on plant with access only by narrow gangways the single trolley has an advantage.

Trolleys may have rubber tires or steel rim wheels. The gas cylinders are held in place with chains and supported on the bottom with a steel platform.

Detecting gas leaks

Joints and hoses should be checked for leaks before any welding is attempted. Whilst acetylene may be detected by its distinctive smell (usually at levels of less than 2%) oxygen is odourless.

Leak detection is best carried out applying a weak solution of a detergent (soap) in water or a leak detecting solution from one of the gas supply companies. It is applied to the joints using a brush and the escaping gas will form bubbles. After repairing the leak, the area should be cleaned to remove the residue from the leak detecting solution.

Dangers of using lubricants like oil or grease on threads of oxygen bottles or oxygen fittings

The air we breathe contains about 21% oxygen. Without oxygen we would die in a matter of minutes. It may be hard to believe, but oxygen can also be dangerous.

The dangers are " re and explosion.

Figure 7.11 Picture of cylinder trolley

Figure 7.11 Picture of cylinder trolley

Plant and Equipment Lev3 - Promo54 54 7/27/09 9:01:33 AM

Via Afrika’s Mathematics Grade 12 Exam Study Guide 229Solutions

1.2

& 1

.3

16 14 12 10 8 6 4 2

12

34

56

78

910

1112

1314

15W

eeks

Frequency

1.4

50 40 30 20 10

24

68

1012

14Ti

me

Cum. frequeny25

1.5

8 we

eks

1.6

Abou

t 48%

. It d

epen

ds o

n th

e stu

dent

, but

in al

l lik

ely h

ood

this

is to

o am

bitio

us.

2.1

& 2

.22

500

2 40

0

2 20

0

2 00

0

1 80

0

1 60

0

1 40

0

1 20

0

1 00

0

800 60

0

400

200

1 2

3 4

5

2.3

expo

nent

ial

2.4

abou

t 100

m2.

5 4

500m

Revi

sion

Exe

rcis

e –

Dat

a H

andl

ing

1.1

Min

imum

= 4

Q

1 = 5

M

edian

= 8

Q

3 = 9

M

axim

um =

12

0

12

34

56

78

910

1112

1.2

IQR

= Q

3 –

Q1

= 9

– 5

= 4

1.3

!e d

at ai

s pos

itive

l ysk

ewed

1.4

25%

of s

hoe s

izes i

s gre

ater

than

9 (o

r bet

ween

9

and

12)

An

y oth

er re

levan

t obs

erva

tion.

2.1

100

– 30

= 7

02.

2 90

2.3

50%

2.4

702.

5 12

A2.

6 12

B be

caus

e hte

med

ian is

hig

her t

han

that

of 1

2A.

3.1

time

frequ

ency

Cum

ulat

ive

frequ

ency

5–10

1–15

15–2

020

–25

25–3

030

–35

35–4

0

4 5 7 10 8 6 5

4 9 16 26 34 40 453.

3

0

1020

3040

50

Chap

ter 1

1 –

Eucl

idea

n G

eom

etry

Prac

tice

Exer

cise

11.

1 (p

age

153)

11.1

If a __ b =

c __ d , the

n ad

= cd

or a

= b

c __ d .

!e r

atio

a __ b can

also

be w

ritte

n as

a:b.

If

a:b

= c:d

, the

n a __ b =

c __ d

Star

t o"

by w

ritin

g all

the i

nfor

mat

ion

you

are

give

n on

the d

iagr

am.

BD

__

_ D

C = 3 _ 2 (g

iven

BD

:DC

= 3:

2)

Let B

D =

3x a

nd D

C =

2x. !

en B

C =

5x

CF

___

AC =

10

__

17 (g

iven

CF

= 10

__

17

AC)

Le

t CF

= 10

y and

AC

= 17

y. !

en A

F =

7y

In

BCF

FE

__

_ FC

= BD

__

_ BC

(pro

porti

onali

ty, D

E//B

F)

= 3x

__

5x

= 3 _ 5

!

eref

ore F

E =

3 _ 5 FC

= 3 _ 5 (1

0y) =

6y

In

AD

E

AG

___

GD

= AF

__

_ FE

(pop

ortio

nalit

y, D

E//G

F)

= 7y

__

6y

= 7 _ 6

2.

Copy

PT.

QR

= RT

.PR

we ca

n co

nclu

de th

at

PT

___

RT =

PR

___

QR

Al

so fr

om P

R.Q

T =

RT.Q

R we

get PR

__

_ Q

R = RT

__

_ Q

T

!is

impl

ies th

at PT

__

_ RT

= PR

__

_ Q

R = RT

__

_ Q

T

!

PRT

|||

RQT

(sid

es ar

e in

prop

ortio

n)

If P

= a,

then

T R Q

= a

an

d if

T R P

= b

, the

n

Q

= b

So

in

PQR:

P

+ R

+

Q

= 1

80° (

sum

of i

nter

ior "

’s of

)

!

a +

(b +

a) +

b =

180°

2

a +

2b =

180° !

a +

b =

90°

!

R =

90°

Maths study guide Gr12 229 8/16/10 1:43:58 PM

PORTFOLIO

4 Chemistry Teacher’s Guide | Grade 8

!"# 1

1.1 $%&'()* +# ,7- !"# ./0/123 456789 /:4; <=(2 >$?@* ABC#DD,EF !"# =5G ./H(I23 =JKL .H@MNO=3 3GB PQRL NF; >$Q3ST .U;VW! @3HBX '>= H(Y6 ,(Z[ .\6A ]A)>*DD >(Z# %3^_ ,2#` ./@a .U;VW! @3HBX >,>H %3^_ bc* ,Zdae; 7A* ,$4;' !"# =5G $Qf2 ]>,2DD

,3GB PQRL =5G '[ ]egL .\@hO=3 255RL <3Wb* .255M ij <3k2 <3)\>i7G >$BC2 U;VW! lT# ,m* ]5nZo P=DD AF33p ./>'q =FKL3 ($r >$s"p .,>H >$Q3ST +N# ,=AA2p !>t .*6Hu2 ov ij '>= P=DD

wxa 1.1 <p 1.2 ./>'q =FKL3 ,0rdp4p y-0rdp4 =Fz $>.2DD

=FKL3 0rdp4p y-0rdp4 T{ >$>.2 <3WL[ /4;|L ,*tc ./)Qu 7AAeL3 <3W')r} 4,B662 ,m* ]5nZo P=DD $*Fa3 0rdp4p y-0rdp4 =Fz *tc|L3 w[ ,w[ '=~Oi# 4>2 ]5Oj; &�3* c{L3 ,$HA? 7A* ,/>. $3Qz %3^_3 4C,r ALZ[DD

1.2.1 0rdp4 =FKL,0rdp4p ]-0rdp4 =FKL $0x# '>= #qP2 .0rd3 �\2; ,<>6� .JA76L3 <3?5�� '>=3 .�Z ]5/i�� x%*2 =5G ]5QT6Lb /7'q,2 ,0rdp4 �\52;p ,5P- JA72 $0x# '>=3 255r /Q3STDD

.�51 �AzR 0rd3 4>2* ]#�39 ]#�35p ]#0A35 .?r� 5c2 �/P/3 AQN#DD *3* <3� .?r� 52 ,EF 5P-2*Fr2 NA0/2* ]5nZo=3 %3^_ $=@z ]5nZo P=DD /4;|L .=FKL3 ?r�L <3W5[ ',B66Oi#DD

Q&r ]0Z�p ]3C� .�� =FKL >*tc ]#�# (,-OH) <p 0rdp4 ]+KL (,-COOH �H(I ALZ[)

.G'�|L $#�L1. 0rdp4 �\2; 4>2 .0rdp4 =FKL �\52; 4>2 P=92. �AzR 0rd�L 0rd3p �AzR�3 ]egL3 T� A.^[93. ]#�3D- CnH2n 4. n=4 :- 5>EF C4H8 (C4H2x4)5. n=5 :- 5>EF C5H8 (C5H(2x5)-2)6. Q&B-]0Z� .g>�q{L3 NF; .\nr� P=

Amharic Chemistry Gr8_TEXT.indd 4 2/10/10 5:18:53 PM

88 Assessment: Term 1

Assessment: Term 1 Learner’s Book, page 40Duration: 1 period

Learning outcomes and assessment standards:LO1 AS1, AS3, AS4, AS5, AS8, AS10, AS11, AS12LO2 AS1LO3 AS1, AS2, AS4LO4 AS1, AS2, AS3

Teaching guidelines

Often learners cannot do the work because of a difficulty in reading. They should not be penalised for this. Before starting an assessment at the end of each term, ensure that learners can read the instructions and that they understand what is required of them.

Answers Learner’s Book

1. a) 697, 698, 699, 700, 701, 702, 703, 704. In 1s, forwards.

b) 300, 400, 500, 600, 700, 800, 900, 1 000. In 100s, forwards.

c) 468, 470, 472, 474, 476, 478, 480, 482, 484. In 2s, forwards.

d) 345, 350, 355, 360, 365, 370, 375, 380, 385. In 5s forwards.

e) 215, 205, 195, 185, 175,165, 155, 145, 135, 125. In 10s backwards.

2. a) 765 seven hundred and sixty-fiveb) 193 one hundred and ninety-threec) 402 four hundred and two

3. a) b) c)

d) e)

4. a) 3 2 7 3 0 0 2 0 7

b) 8 1 4 8 0 0 1 0 4

c) 2 9 0 2 0 0 9 0

d) 6 3 3 6 0 0 3 0 3

e) 7 0 1 7 0 0 1

5. a) 791 5 700 1 90 +1 b) 444 5 400 1 40 1 4c) 116 5 100 1 10 1 6 d) 902 5 900 1 0 1 2e) 1 000 5 1 000 1 0 1 0

6. a) 10 more than 571 is 581, and 100 more than 571 is 671.

b) 10 more than 234 is 244, and 100 more than 234 is 334.

c) 10 more than 398 is 408, and 100 more than 398 is 498.

d) 10 less than 571 is 561, and 100 less than 571 is 471.e) 10 less than 1 000 is 990, and 100 less than 1 000 is

900.7. a) b) c)

d) e)

8. a) Oval

b) Square

length

c) Rectangle

other two sides same.

d) Triangle

symmetrical, not always.

e) Circle

0155 Plat Numeracy Gr3 TG - Term 1.indd 88 8/6/10 10:33:50 AM

73

Ask learners further difference questions, for example, the difference between 5 and 14. Draw the rectangle diagram on the number line to support learners thinking and record the subtraction.

0 201 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

5 9

14 2 5 5 9When you are satisfied that learners understand, they can use subtraction to find the difference in Exercises 5 and 6.

Answers Learner’s Book

Exercise 5Learners draw number lines to show the differences between:a) 4 and 11: 7b) 17 and 12: 5c) 7 and 16: 9d) 18 and 5: 13

Exercise 6Learners draw number lines to show the differences between:a) 16 2 7 5 9b) 14 2 8 5 6Challenge3 or 23

Assessment

Learners should be able to:Find the difference between two numbers using a number line.Use subtraction to calculate difference.

Assess their performance by:Observing and listening to learners’ responses and discussion during lesson.Checking learners’ answers to Exercises 5 and 6.

Consolidation activity

Give learners more pairs of numbers. Ask them to find the total of each pair (addition) and the difference between each pair (subtraction).a) 5, 13 b) 7, 14c) 12, 5 d) 8, 13e) 6, 19 f) 15, 7

Platinum components for this lesson

Unit 5 Addition and subtraction (1)

0 201 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

0 201 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

5 7

32

Challenge

Learner’s Book – page 32

Lesson 3: Find the difference

0155 Plat Numeracy Gr3 TG - Term 1.indd 73 7/27/10 11:38:03 AM

6 !"#$ 7% #&' ()*+ (),*

-./ (012345

(4$67 1. 8) g 9) mg :) tonnes () kg2. 3 000 kg 0.056 kg 1 500 kg 0.003842 kg3. 0.089 g 3 750 g 7 000 g 6 800 g

-./ ;<

/=>7/?(@A BCD 7E#9F -./ ;< (GHI) JKLM 2?-N.O P-7 4))C #QJR 29S)T JKLM 2?-UBO P-7 V(% V)WX1 W#>4Y )Z[) )*;\]T

O% 2J(^_`6 )La& <9b cd67 (4e1. 8) f4g75B$UP 9) )$7G-4/ )LU// :) -9)9Zh ij () i7A k) $lj* m) (0/2342. 2/>6h *cB75#Jn752/>6h &=173. 1 9 2 8 3 ( 4 k 5 m 6 :4. 8)

2 cmscale 1 cm : 10 N

9) 6,5 cm

scale 1 cm : 10 m/s

:)

2,5 cm scale 1 cm : 1 m

5. 8) 350 o/64 9) 637 cm :) 192 CN%p () 4.587 m k) 900 s m) 4 380 g P) 700 000 mg

Tigrigna Physics Gr7 TG 01.indd 6 2/11/10 3:19:29 PM

27Chapter 2: Functions and Graphs

Example Find the inverse of the function y = –2x + 3.

S olutionInterchange the x- and y-values to get: x = –2y + 3. Now solve for y:

0–2

–2

2

4

6

8

c–4

2 4 6 8 10–4

0

f (x)

f –1(x)

Y

X

y = x

–2y = x – 3 y = – 1 _ 2 x + 3 _ 2

If we write a function in the form f (x), its inverse is written in the form f –1(x). Note that f (x) and f –1(x) are symmetrical about the line y = x.

Inverse of a quadratic functionIf we !nd the inverse of a quadratic function, we use the ‘vertical line test’ to see if the inverse is also a function.

ExampleFind and sketch the graph of f –1(x), if f (x) = x2.

–0.5 0.5 1 1.5 2 2.5 3 3.5

–1

1

2

3

4

–2

–3

f

g

00

f (x)

f –1(x)

–1–1.5–2

f –1(x)

X

Y

S olution

f (x) = y = x2

! x = y2 (we do not leave this equation in this form)! y2 = x! y = ± "

__ x (x # 0)

So f –1(x) = ± " __

x (x # 0)We note that f –1(x) is not a function (check this by applying the vertical line test).

Drawing both f (x) and f –1(x) on the same set of axes, it is clear to see that they are symmetrical with respect to line y = x.

The vertical line test: draw a vertical line through the graph. If the line cuts the graph only once, the new relation is a true function.

The vertical line test: draw a vertical line through the graph. If the line cuts the graph only once, the new relation is a true function.

0 X

Y f (x)

f –1(x)

y = xx ! 0

0 X

Yf (x)

f –1(x)

y = xx " 0

0 X

Y f (x)

f –1(x)

y = xx ! 0

0 X

Yf (x)

f –1(x)

y = xx " 0

Maths Gr12 Exam Study Guide.indb27 27 8/20/10 3:28:34 PM

4 Fiiziksii Kitaaba Barsiisaa | Kutaa 8

Boqonnaa 1: Fiiziksii fi safara

1.1 Kitaaba Barsiisaa Fiiziksii Bal’insa reektaangilii fi iksuweeriiDeebii 1. (a) (meetira)2

(b) (i) m2 (ii) cm2 (iii) mm2

2. (a) 0.0005 m2 (or 5 ! 10–4 m2) (b) 0.05 m2 (or 5 ! 10–2 m2) (c) 20 000 m2 (or 2 ! 104 m2)3. (a) 121 m2

(b) 84 m2

4. (a) 600 cm2

(b) 70 cm2

Bal’insa rogsadee fi geengooDeebii 1. (a) Bal’ina Rogsadee = 1–2 ! Hundee ! Hojjaa; A = 1–2bh. (b) Bal’na Geengoo = " ! (reediyesii)2; A = " r2.2. (a) Hojjaa = 10 cm; bal’ina = 86.6 cm2. (b) 38.5 cm2

3. 125 840 m2

4. (a) 12.57 m2

(b) 125.71 m2

1.2 Qabee Safaruu Qabee wanta boca sirnaawwaa qabuu Deebii1. (a) 125 000 cm3

(b) 0.125 m3

2. (a) 192 000 cm3

(b) 0.192 m3

3. (a) 24.64 m3

(b) 49.28 m3

(c) 6.16 m3

4. (a) 73 cm3

Oromifa Physics Gr8 TG 01.indd 4 2/12/10 7:29:07 AM

PORTFOLIO

Lesson plan format for teaching notesTeaching notes for all the units covered in the four terms are provided – in lesson plan format! ! ey give you essential information to make your teaching easy.

Formal Assessment Tasks Formal Assessment Task ! Memos

Introduction38

Term 2 Formal Assessment Task 1 (to cover Units 6 and 7)Duration: 1 lesson

Permission is given to photocopy this page © Maskew Miller Longman

Introduction56

Answers 1

Term 1!"!Formal Assessment Task 1 Memo

Answers2

Holistic rubric for Formal Assessment Task 1 for Term 1

Is the learner able to: 1Not

achieved

2Partial

achievement

3Satisfactory achievement

4Outstanding achievement

LO1 AS1 1. Count in 1s forwards and backwards between given numbers up to 1 000?

LO1 AS1 2. Count in 20s, 25s, 50s and 100s from 0 to 1 000?

LO1 AS5 3. Decompose numbers using an abacus?LO1 AS3 4. Write number names for symbols?LO1 AS4 5. Order numbers?

Answers 3

Term 1!"!Formal Assessment Task 2 Memo

Answers4

! ! ! ! !!! !!! !

! ! ! ! ! ! ! ! ! !

! ! ! ! ! ! ! ! ! !

Holistic rubric for Formal Assessment Task 2 for Term 1

Is the learner able to: 1Not

achieved

2Partial

achievement

3Satisfactory achievement

4Outstanding achievement

LO1 AS5, AS10

1. Compose and decompose three-digit numbers using flard cards?

LO1 AS5, AS9

2. Identify numerosity of numbers by doing 1 more, 1 less, 10 more, 10 less, 100 more and 100 less?

LO1 AS5 3. Break up a three-digit number into 10s and 1s?

LO3 AS2 4. Give properties of 2D shapes?LO3 AS1 5. Draw 2D shapes?LO3 AS4 6. Recognise symmetry?

0155 Plat Numeracy Gr3 TG - Prelims.indd 56 8/6/10 11:50:42 AM

A4 printable versions of the Formal Assessment Memos are available on the e-planner CD-ROM

26

Lesson 4: 10 less or 100 less Learner’s Book, page 17

Duration: 3 hours 30 minutes

Learning outcomes and assessment standards:LO1 AS1, AS5, AS10

Preparation and resources:Flard cardsWallchart 5 – Hundred square

Mental maths (10 minutes)

Count in 1s, 2s, 5s, 10s in given ranges between 0 and 1 000.Play the game from the previous lesson, but first subtract 10, using the number square.Then use three-digit numbers to subtract 100.

Introduction to lesson

Use any three-digit number, for example: 246. Ask learners to expand the number and write it on the board: 200 40 6.Then ask learners: If you subtract 10 from this number, which number in the expanded number will change? If learners cannot see that the 40 will become 30, then count backwards in 1s: 245, 244, 243, 242, 241, 240, 239, 238, 237, 236, and then expand the number 200 30 6.Ask them: Which number has changed? Give learners another number, for example, 486, and ask: What would be 10 less than 486? If necessary repeat the above exercise, expanding the number then counting on in 1s and expanding the resulting number.Give learners the number: 469 400 60 9, and ask: If you subtract 100 from this number, which number in the expanded number will you subtract it from? 400 100 300. Then look at another number, for example, 686 and ask: What is 100 more than 686?

Lesson focus

Look at Exercises 5 and 6 in the Learner’s Book. What does the function machine do today? In Exercise 5, it subtracts 10 from each number and in Exercise 6, it subtracts 100 from each number.Ask learners to complete Exercises 5 and 6.

Answers Learner’s Book

Exercise 51. a) 375 b) 418 c) 359 d) 266 e) 285 f) 537 g) 304 h) 528

Exercise 61. a) 434 b) 194 c) 280 d) 638 e) 743 f) 821 g) 556 h) 75

Puzzle1 3 2 4

2 4 1 3

4 2 3 1

3 1 4 2

Challenge193

UNIT

2

Unit 2: Work with numbers 27

Assessment

Learners should be able to:Subtract 10 or 100 from any three-digit number.

Assess their performance by:Observing and listening to learners during the lessonChecking learners’ answers to Exercises 5 and 6.

Consolidation activity

Learners use their own function machines for others to feed in numbers, subtract 10 or 100 and get out answers.

Platinum components for this lesson

17Unit 2 Work with numbers

?

294

?

921738 843

656

380485

?? ??

??

– 100– 100– 100– 100– 100– 100– 100– 100– 100– 100– 100– 100– 100

534534534

? ??? ?

???

– 10

295314

547 369276

428538

385

Challenge

Puzzle

1 3

2 1

3 1

4

2

1 2

4

1

Wallchart 5 – Hundred square Learner’s Book – page 17

Lesson 4: 10 less or 100 less

5. Includes resources and  activities for Foundations For Learning.

resources and  

6. Detailed, step-by-step guidance 

for every lesson. 

 Read and teach!

Includes resources and activities for Foundations for Learning.

Detailed, step-by-step guidance for every lesson – Read and Teach!

Photocopiable Formal Assessment Task worksheets for the whole year are included, together with Memos and recording tools. In addition, the course includes assessment at the end of each term.

0155 Plat Numeracy Gr3 TG - Prelims.indd 9 8/6/10 11:52:51 AM

PORTFOLIO

PORTFOLIO

PORTFOLIO

PORTFOLIO