brainline learning world · 2020. 9. 30. · bpk.® alle regte voorbehou. 11 / 13 module 4...

Brainline Module 4 Week 4 Day 1 Grade 3

Copyright 2017 © Brainline Learning World (Pty) Ltd® All rights reserved. Kopiereg 2017 © Breinlyn Leerwêreld (Edms.) Bpk.® Alle regte voorbehou. 1 / 13

Module 4 Activity: Counting, adding, subtracting, multiplying, dividing Unit 1: My family Number concept/Number manipulation/Thinking & reasoning

Counting activity: Count in 4's backwards and forwards starting at any number. Use a variety of counters to work practically with the 4x / ÷ table up to 48. Use a chalk/ whiteboard for quick answers. 9 x 3 = __ 4 x 4 = __ (5 x 3) + 6 = __ 24 ÷ 2 = __ (8 ÷ 4) + 14 = __ Adding larger numbers: Practise the bonds of 10, 20 and 30. The learner needs to understand the concept of carrying and taking (borrowing - no longer called this because we do not give it back). Use Expanding cards and swap the tens when necessary. Tens must always remain under tens. Explain that the units only go up to 9 i.e. a single digit. The tens also have a single digit etc. T U H T U

14 6 40+6 40+30+6+5 70+11=81

11

14 7

+ 3 5 30+5 40+30+10+1 80+1=81 + 3 9 3 8 1 5 3 0 Subtraction: Always start with the number at the top. Look at the units. If the top unit is smaller than the bottom unit we need to take ten from the tens and transfer them to the units. T U H T U

56

14 i.e. 10+4=14-9=5

6 11 15

- 2 9 50-20=30 7 2 15

3 5 30+5=35 - 3 7 8 4 4 7 Do many examples until the learner/s understands.

To the educator Please print out this page. Put up in the room so that these exercises can be done daily! Evaluate on day 5.

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Module 4 Activity: Filling in missing numbers Unit 1: My family Number concept/Number manipulation/Visual Closure/Fine motor movements

Find the missing number in each subtraction.

Taking away

12 -

= 5

14 -

= 10

13 -

= 8

17 -

= 11

16 -

= 6

15 -

= 0

20 -

= 12

19 -

= 19

21 -

= 18

24 -

= 18

22 -

= 14

20 -

= 9

25 -

= 16

23 -

= 21

22 -

= 15

26 -

= 14

28 -

= 23

30 -

= 10

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Module 4 Activity: Subtracting with and without taking Unit 1: My family Number concept/Number manipulation/Visual Closure/Discrimination/Fine motor movements

Subtraction (no taking)

Subtraction (taking)

8 3 - 5 2

4 1 - 3 1

6 5 - 5 0

9 8 - 2 7

7 4 - 4 2

3 2 - 2 1

4 9 - 1 5

6 7 - 5 1

4 5 - 1 3

1 3 - 1 3

4 6 - 2 7

6 2 - 1 4

9 3 - 5 5

5 1 - 3 2

4 0 - 1 3

3 4 - 1 5

8 7 - 6 8

2 5 - 1 6

8 3 - 1 9

5 1 - 3 9

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Module 4 Activity: Addition with and without carrying Unit 1: My family Number concept/Number manipulation/Visual Closure/Discrimination/Fine motor movements Addition (no carrying)

Addition (carrying)

2 1 + 4 8

5 2 + 1 6

1 8 + 3 1

7 3 + 2 4

8 4 + 1 5

6 5 + 3 3

4 1 + 4 7

2 2 + 3 2

7 1 + 1 6

1 3 + 1 3

4 6 + 2 7

2 8 + 3 2

5 3 + 2 8

6 7 + 2 5

7 9 + 1 6

1 2 + 7 9

2 6 + 5 4

4 8 + 4 6

6 5 + 1 8

7 2 + 1 9

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Module 4 Activity: Practice writing the letters t, f, i and j Unit 1: My family Handwriting skills/Visual Discrimination/Fine motor movements

Practise writing the letters. Start at the dot. Now copy the sentences.

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Module 4 Activity: Word problems Unit 1: My family Number manipulation/Fine motor movements

Answer the questions as quickly as possible:

1. Jo has 50c and he buys balls at 9c each. How many balls can he buy and how much money is left over?

2. There are 4 letters in a word. How many letters in 9 words?

3. There are 10 sweets in a packet. How many sweets in 10 packets?

4. 17 boys swim in a pool. 6 more jump in. How many boys in the pool?

5. There are 15 girls and 9 boys in a class. How many more girls than boys?

6. 36 learners are divided into groups of 4. How many groups?

7. What is the difference in price of 10 five cent stamps and 6 ten cent stamps?

8. At a party there are 8 children and 17 balloons. How many balloons per child and how many balloons are left over?

9. 32 learners are divided into four teams. How many learners in one team?

10. I bought 24 stamps which is 4 times the number that I bought yesterday. How many stamps did I buy yesterday?

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Module 4 Activity: Reading, looking up words, writing sentences Unit 1: My family Reading skills/Visual Discrimination/Figure-ground/Synthesis/Thinking & reasoning Read these words.

adopt closet dodge knob potter slosh strop

along cloth dross knock profit smock throb

block cobbler flock knoll prong splodge toffee

blond coffee floss knot rocket splosh tongue

blotch comet frond lodge rocky sponge tonic

botch comic front notch scoff spotty topic

brock conch frost phlox scone stock topple

broth crock froth plonk shock stodge troll

chomp croft frock polka shone stomp troth

clock cross gloss poppy sloppy strong wrong

brock

dodge

notch

polka

splodge

Find the dictionary meaning for the following words and any other words that you do not understand.

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Module 4 Activity: Writing sentences for pictures Unit 1: My family Visual Association/Discrimination/Synthesis/Thinking & reasoning Write sentences for these pictures.

botch

clock

floss

frock

knoll

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Module 4 Activity: Writing dictation and spelling Unit 1: My family Auditory Attentive listening/Discrimination/Fine motor movements

To the educator Please print out this page. Evaluate on Day 5. The spelling words and dictation must be done every day. This can be done through the use of flashcards, games, chalk, etc. On Day 5 a spelling and dictation test is given. Cut the paper on the dotted line before the learner writes the test.

Spelling Dodge slosh strop cloth throb prong splodge blonde coffee tongue wrong strong poppy blotch frond lodge sponge notch spotty stocky broth froth chomp croft frock Dictation It would be wrong to knock the strong coffee over the blonde or we shall need a sponge and a cloth to clean it up. She will get a shock and be cross when her frock has a splodge on it. She has a poppy on her spotty smock.

Spelling:

Dictation:

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Module 4 Activity: Discussing the past Unit 1: My family Speaking skills/Thinking & reasoning

To the educator The learner has to speak to a grandparent or any older person that he /she knows. The learner must ask questions about the past to try and understand how different life is today from long ago. Questions to consider: How did technology differ, example TV’s, computers, tel-

ephones, etc.? How did cars differ? How did shops differ? How did prices of products differ? What other questions can the learner think of? The learner could ask for old photographs to see how cars, clothing and houses looked like in the past. The learner then draws a picture using his/her imagination.

Draw your own picture about long ago.

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Module 4 Activity: Commands, imitating actions, dancing, rhythm

Unit 1: My family Gross motor movements

To the educator Please print out this page. Put up in the room so that these exercises can be done daily! Evaluate on Day 5. Do the exercises 10 - 15 minutes daily. Day 1 Objectives: To teach learners to react promptly to certain commands and not to others. Teaching aids: Explain "Do this/Do that" game to learners. Exercises Stand in circle with educator in centre and copy actions

when educator says "Do this" but ignore when educator says "Do that".

Do actions using fingers, arms, shoulders, head, trunk, legs, etc.

Day 2 Objectives: To teach learners to imitate actions correctly, or do exact opposite movement. Teaching aids: Explain "Follow my leader" game. Use any music that the child likes. Teach learners words of song. Exercises Include walking, skipping, moving and running. "Follow my leader": copy actions, movements of leader. Variation: do OPPOSITE of what leader says. Day 3 Objectives: To teach learners to choreograph short dances according to a theme. Teaching aids: Read extracts from "The Jungle Book" or any book about the jungle to learners. Stimulate their minds with additional words. Exercises Discuss the animals to be found in A TYPICAL JUNGLE

e.g. apes, elephants, snakes, tigers, etc. Imitate some of these animals - one character at a time. Day 4 - Allow learners to make mask of their favourite jungle "character". Objectives: To perform short dance to music. To evaluate learners' sense of rhythm and movement. Teaching aids: Practise dance sequence. Day 5 Exercises Perform a short dance, wearing animal masks. Assess learner/s ability to: - Clap various different rhythms - even and uneven. - Walk, skip, hop, gallop.

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Module 4 Activity: Maak 'n collage oor jou familie Unit 1: My family Fine motor movements

First Additional Language / Afrikaans

To the educator The learner must cut out pictures that show the types of things/foods/activities the family enjoys. The learner must create a collage. Explain to the learner that a collage is a paste-up made by sticking together pieces of paper or photographs to form an artistic image. This means that the learner is only limited by his/her own creativity. Use old magazines, or copies of photographs… anything that the learner wants to use is fine. The learner must write short sentences over/above/below the pictures in Afrikaans, for example: My familie hou van swem. / Ons gaan op vakansie elke jaar. / Ons stap elke dag met ons honde, etc.

Maak ‘n collage oor jou familie op die volgende bladsy. Kyk na die voorbeelde hieronder voor jy begin. Geniet dit!

Die collage is geplak in 'n hart vorm. Dink aan watter tipe vorms jy van hou. Jy hoef ook nie ‘n vorm te gebruik as jy nie wil nie!

Die collage het 'n mooi agtergrond en gebruik sirkelvorms om die foto’s.

Die collage het 'n mooi raam om al die prente.

Jy is nou gereed om te begin!

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MY FAMILIE

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Brainline Afrikaans EAT Module 4 Week 4 Day 1 Grade 3


Luister en Praat Die onderwyseres en die leerders groet mekaar. Hulle

neem beurte as spreker een en twee bv. Onderwyseres: Goeiemore, hoe gaan dit met jou? Leerder: Goed dankie en met juffrou? Onderwyseres: Goed, dankie. en Leerder: Goeiemore, hoe gaan dit met juffrou? Onderwyseres: Goed dankie en met jou? Leerder: Goed, dankie. Nuus: Die leerders vertel vir die onderwyseres wat die vorige week of oor die naweek gebeur het. Lei hulle om van die volgende woorde of frases te gebruik: Verlede naweek het ek / toe het ek / volgende het ek / na dit het ek / eerste / volgende / en toe... (nie noodwendig in dieselfde volgorde nie) Die leerders vertel wie deel is van hulle gesinne en wat

hulle name en ouderdomme is. Storie Lees die storie vir die leerders:

Die muisfamilie

Eendag was daar ‘n muisfamilie wat in ‘n ou huis, by die rivier gewoon het. Daar was ’n pappa, mamma en drie kinders; San, Lara en Tom. Gedurende die dag het Pappa gaan kos en water haal vir die gesin en mamma het die huis skoonge-maak en die vuil klere gewas. Die kinders het skool toe ge-gaan en dan buite gespeel wanneer hulle huiswerk en take ge-doen was. Elke oggend het hulle hul beddens opgemaak en in die middag het Tom die blare gehark. San en Lara het die skoon klere opgevou. Mamma en Pappa het vir hulle gesê om versigtig te wees en nie te ver van die huis af te gaan nie. Felix, die kat, sal hulle vang. Eendag het hulle met die bal gespeel en Tom het die bal baie hard geskop. San het agter die bal aangehardloop, maar dit het in die rivier in gerol. Lara het in die rivier gespring om die bal te kry. “Neeeee!” het San geskree en ook in die rivier gespring om Lara te help. Tom het byna flou geword en wou hulle red. Hy het omgedraai en in Felix vasgehardloop. “Ag nee, nie Fe-lix nie!” het hy geskree. Hy het sy oë toegemaak en gewag dat Felix hom moet eet…. Hy het gewag en gewag en na ’n ruk sy een oog oogemaak. Hy het gedink dat hy dalk reeds in Felix se maag is, maar het die blou lug gesien. Hy het stadig omgedraai en gekyk of hy sy sussies sien. Wat het hy gesien? San en Lara het op die oewer gelê en Felix het oor hulle

Module 4 Unit 1 Week 4 All about myself Day 1

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Brainline Afrikaans EAT Module 4 Week 4 Day 1 Grade 3


gestaan; dit het gelyk of hy hulle gaan eet! Hy het na Felix toe gehardloop, gereed om met hom te veg en sy sussies te red. Hulle het opgespring om Tom te keer. “Nee Tom, moenie Fe-lix seermaak nie. Hy het ons gered”, het Lara gesê. “Julle gered?” het Tom gevra. “Ja, hy is ons vriend en ons hoef nie vir hom bang te wees nie. Ons moet vir pappa en mamma vertel dat hulle nie meer bekommerd hoef te wees nie. Felix wil ons nie seermaak nie. Hy wil net maats hê”, sê San. Pappa en Mamma was so dankbaar dat Felix die kinders gered het, dat hulle hom vir ete genooi het en muispastei was nie op die spyskaart nie. Hulle het uitgevind dat Felix ’n vege-tariër is en nooit daaraan gedink het om die muisfamilie te eet nie. Felix was hulle nuwe, beste maat en held! Vrae 1. Waar het die muisfamilie gewoon? In ‘n ou huis naby die rivier. 2. Wat was die kinders se name? San, Lara en Tom 3. Wat was die gesinslede se take? Pappa - kry water en kos Mamma - huis skoongemaak en vuil klere gewas Die kinders maak hul beddens op San en Lara - vou die skoon klere op Tom - die blare gehark 4. Wat het Pappa en Mamma gesê mag hulle nie doen nie? Hulle moet nie ver van die huis af gaan nie. 5. Wat was die kat se naam? Felix 6. Wat het gebeur toe hulle buite gespeel het? Tom het die bal te hard geskop en dit het in die rivier gerol. Lara en San het in die rivier gespring. 7. Wat het met Tom gebeur? Toe hy omdraai om sy sussies te help, het hy in Felix vasgeharloop en gedink Felix gaan hom eet. 8. Wat het hy gesien toe hy sy oë oopmaak en omdraai? Felix wat oor San en Lara staan. 9. Hoekom het Felix hulle nie geëet nie? Hy is ‘n vegetariër. 10. Wat is ’n vegetariër? Iemand wat nie vleis eet nie.

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brainline learning world · 2020. 9. 30. · bpk.® alle regte voorbehou. 11 / 13 module 4...

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