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Bryanston Primary School: Mathematics Grade 5 (MR ECM Bradley)

The document provides details on the mathematics curriculum for Grade 5 students at Bryanston Primary School for Term 2 of 2017. It includes: 1) The weekly schedule covering topics like basic multiplication, division, properties of 3D objects, and interpreting diagrams of 3D objects. 2) Context and examples for each topic to help students understand key concepts. 3) Resources listed for different topics, including textbooks, models, and examples from the environment. 4) Methods of assessment like tests, observations, and student self-assessments. Areas needing more support are also identified.

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erinconrad
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93 views

Bryanston Primary School: Mathematics Grade 5 (MR ECM Bradley)

The document provides details on the mathematics curriculum for Grade 5 students at Bryanston Primary School for Term 2 of 2017. It includes: 1) The weekly schedule covering topics like basic multiplication, division, properties of 3D objects, and interpreting diagrams of 3D objects. 2) Context and examples for each topic to help students understand key concepts. 3) Resources listed for different topics, including textbooks, models, and examples from the environment. 4) Methods of assessment like tests, observations, and student self-assessments. Areas needing more support are also identified.

Uploaded by

erinconrad
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Bryanston Primary School

Mathematics Grade 5 (Mr ECM Bradley)


Term 2: 2017
Date: 25 April Tuesday
Monday-02-May 26 April Wednes
Tuesday-03-May 27 April Thursday
Wednesday-04-May 28 April Friday
Thursday-05-May 2Friday-06-May
May Tuesday
Content Basic Multiplication:
Public Holiday Division is the inverse of Division is the inverse of Properties of 3D objects. The Interpret diagrams of 3D
Using the column method multiplication multiplication Recognising and naming 3D objects
objects
Context Getting a hold of the basic A further Focussing on how Division is the inverse of Recognising and naming 3D Looking at the length,
method of doing this -also multiplication and division are multiplication, Looking at the key objects height, face, width of the
incorporating the inverse inverses e.g., '12 x 7 = 84 can be word: average speed, To begin ------------------------------------------- various aspects.
operation of division, to written as 84/7 = 12 or 84 /12 =7; with, ask learners if they know of Describing, sorting and comparing
check the answer. Going over the method that will be
any units in real life that are 3D objects, making 3D models, Like looking at the concepts
used in the forthcoming
assessment. written as something per __ . Interpreting diagrams of 3D objects of solid objects as objects
Encourage them to think of that you can see around
speeds or the price of food. They
you, like books and tables.
might come up with ideas such
They are also called three-
as kilometres per hour, rands per
kilogram, rands per litre and so dimensional (3D) objects.
forth and so on. This was not fully
tackled in the previous week.
Time allocation 1 hour Refer to the timetable.
Resources Various exercise in the Multiplication: (1) Viva Mathematics, Grade 5. (2) Counters (3) Platinum Mathematics
textbook (workbook), the 3D Shapes: Pictures of 3D shapes, actual 3 dimensional forms. pictures of examples e.g., pyramids, grid paper, rulers, models.
interactive whiteboard objects in the environment and so forth. These can be drawn outdoors. e.g., tin of jam and a shoe.

Recorded Basic evaluation of the TOOL: Class Lists, Observation Sheet, Questionaire, TOOL: Formal Test, JournalS, Structured Questions and
Assessment exercises done Structured Questions and Written Assignments. Worksheets.

1 Mathematics Learning Programme 2016


Bryanston Primary School

METHOD: Informal aural questions, observation, peer METHODS: Demonstrations, Educator Assessment,
Assessment (Learner to Learner), recognizing prior learning Observation, Self Assessment.
(RPL), self assessment. TYPES: baseline assessment of prior learning, diagnostic
TYPES: baseline assessment of prior learning assessment in preparing for Examination.
Reflection Need to appraise the MULTIPLYING: Need to reiterate the looking at the key Types of 3D objects: Types of 3D objects e.g., a prism , a cube,
misunderstanding of the word: average speed. Also the need to make sure that they pyramids. A prism having two opposite faces. The two faces are
example, given on the know that the word 'per' means 'for one'. An example: per opposite, identical (equal) polygons, with exactly the same size and
board. shape.
kilogram means for one kilogram and so on. These units are
usually written as R/kg and km/h to show that the units are
Key words: face - a flat surface of an object, prism - a 3D object with
being divided. two identical, parallel end faces, pyramid - a 3D object that has a
square base and all its other faces as triangles, base - the face on
which the object rests, identical being exactly the same
Problem Areas: Need to help learners to avoid get confused with the two -factors are smaller than THE PROPERTIES OF THESE SHAPES: A prism has two opposite
the given number (or the same size) and multiples are bigger than the given number faces. The two faces are opposite, identical (equal) polygons,
(or the same size). with exactly the same size and shape.

Revise how to estimate the answer first and then how to multiply by 10 and by 100. A CUBE: all the faces of a cube are equal squares.
Do the given examples together to show how to multiply by first breaking down the
numbers into factors. PYRAMIDS: A pyramid has a polygon as its base. The other
faces of a pyramid are triangles, because the edges of a
pyramid come to a single point above the base.
Extension Practice of this in the course of learning. Encourage the learners to look for examples of 3D shapes in
the world around.
Homework Refer to the study guide.

2 Mathematics Learning Programme 2016

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