Hlompho Rampai

ST10102041
TIMA611 POE

Activity 1

Topic: Numeric Patterns

“Grade 4: Investigate and extend patterns
• Investigate and extend numeric patterns looking for relationships or rules of
patterns:
- Constant difference or constant ratio sequences
– Student Foundation
• Describe observed relationships or rules in learner’s own words
Input and output values
• Determine input values, output values and rules for patterns and relationships using
- flow diagrams – tables
Equivalent forms
Determine equivalence of different descriptions of the same relationship or rule
presented • verbally • in a flow diagram • in a table • by a number sentence”
(Department of Basic Education, 2011)

Grade 6
Investigate and extend patterns
• Investigate and extend numeric patterns looking for relationships or rules of
patterns: - sequences not limited to a constant difference or ratio - of learner’s own
creation - represented in tables • Describe the general rules for the observed
relationships (Department of Basic Education, 2011)
Input and output values
• Determine input values, output values and rules for the patterns and relationships
using: - flow diagrams – tables (Department of Basic Education, 2011)
Equivalent forms
Determine equivalence of different descriptions of the same relationship or rule
presented • verbally • in a flow diagram • in a table • by a number sentence

The difference between the two grades is that at grade 6 when it comes to number
patterns they use general rules and tables vs the grade 4’

Topic: Geometric patterns

Grade4
“Investigate and extend patterns
• Investigate and extend geometric patterns looking for relationships or rules of
patterns - represented in physical or diagram form - sequences not limited to a
constant difference or ratio - of learner’s own creation • Describe observed
relationships or rules in learner’s own words (Department of Basic Education, 2011)
Input and output values
Determine input values, output values and rules for the patterns and relationships
using flow diagrams (Department of Basic Education, 2011)

Equivalent forms
• Determine equivalence of different descriptions of the same relationship or rule
presented - verbally - in a flow diagram - by a number sentence (Department of
Basic Education, 2011)”

Grade 6
“Investigate and extend patterns
• Investigate and extend geometric patterns looking for relationships or rules of
patterns - represented in physical or diagram form - sequences not limited to a
constant difference or ratio - of learner’s own creation - represented in tables •
Describe the general rules for the observed relationships (Department of Basic
Education, 2011)
Input and output values
Determine input values, output values and rules for the patterns and relationships
using • flow diagrams • tables (Department of Basic Education, 2011)
Equivalent forms
• Determine equivalence of different descriptions of the same relationship or rule
presented - verbally - in a flow diagram - in a table - by a number sentence
(Department of Basic Education, 2011)”

The difference between the two is on the investigate and extend of patterns on the
grade 6’s there is no limited to a constatnt difference vs grade 4’ . On the input and
output in grade 6 they use tables while in grade 4 they don’t same as Equivalent
forms they use tables in grade 6 and not in grade 4

Topic: Number sentences

Grade 4

“Number sentences
• Write number sentences to describe problem situations • Solve and complete
number sentences by - inspection - trial and improvement • Check solution by
substitution (Department of Basic Education, 2011)
Grade 6
Number sentences
• Write number sentences to describe problem situations • Solve and complete
number sentences by - inspection - trial and improvement • Check solution by
substitution (Department of Basic Education, 2011)”
The number sentences of grade 4 and grade 6 are the same

Mr. Smith needs to understand some aspects of conceptual complexity formulas,

functions and algebra. According to the Ministry of Basic Education (2011) The
greatest advance in formulas, functions, and algebra is in scope and complexity
relationships between numbers in the model. Class 4 numerical formulas are
beneficial for expands your knowledge, skills and concepts used in division and
multiplication (Department of Basic Education, 2011). To help fourth graders
discover multiplication, division, inverse operations, and multiplication of tens and
integers Associative Property and ways to use the property, teachers should
highlight the entry and outgoing flowcharts (Department of Basic Education, 2011).
Second According to the( Department of Basic Education ,2011), fourth graders
should use only these properties in developing rules or answers that can be used for
discussion and writing own words, even a fourth grade teacher would have to spend
about eight hours with the numbers drawings. The work and examples presented to
Year 4 students must be in a constant relationship to one another or difference
(Department of Basic Education, 2011).Fourth graders should be able to do this
Explain the difference or trend in your own words (Department of Basic Education,
2011). However, sixth graders work with multiples of 10-100-1000,I also work with
number sequences and function charts (made in class 4) (basic knowledge.
(Department of basic Education, 2011). In 6th grade there is an emphasis on
numerical patterns for rule finding and students are expected to understand inverse
operations Knowledge of inverse operations and an understanding of how to use
them multiplication and division to find the answers, so sixth graders need to be
aware of this association properties using multiplication (Department of Basic
Education, 2011).sixth graders spend nine hours on formulas, functions and algebra,
these sixth gradersAlso work with number patterns that are not constant. so they
should be able to do thatexplain the general principle of numerical schemes using
tables or flow charts (Department Basic Education, 2011).

Grade 4 number pattern example

12
1

24
2

× 12 36
3

120
10

Grade 6 number pattern example

Input 1 2 3 6 Rule :X(

(x) 6)÷12
Output 3 6 9 18
(Y)
According to the (Department of basic Education ,2011), for geometric patterns:
fourth-grade students focus on working with simple, repeating patterns that involve
shapeslengthened or shortened in various ways to form a pattern. According to the
(Department of basic Education 2011), sixth graders focus on explaining the general
rule dependencies observed in models and what is the general rule for table usage?
Grade4 geometric pattern example
Repeating Pattern

Increacing and decreasing Patterns

Adding shapes to pattern

Grade6 geometric pattern example

Input (X) 1 2 3 7
Output(Y 2 4 6 14
)

According to the (Department of Primary Education ,2011), fourth-grade students

participate numbered phrases to help you recognize and use them commutative and
associative properties when computing integers of them prepare to support number
set calculations Understand and use addition and subtraction because they are
inverse operations. Fourth graders should not use the term "reversed."operations”,
but know that you can use addition to check subtraction calculations and using
subtraction to check addition calculations and see if they add and subtract equal
numbers from the number, the number stays the same(Department of Primary
Education, 2011). 6th grade students use sets of numbers and number set patterns
are useful as they help them understand multiple operations with and without
brackets and order of operations, multiplication and Division in inverse operations,
using commutative, associative and distributive properties Integers and how to use
these properties when creating and decomposing digits fall during the calculation
(Department of Basic Education, 2011). in the 6th grade students perform many
operations with and without brackets, and students can do it complete calculations
with sets of numbers written in brackets, avoiding confusion about the order of
operations (Department of Primary Education, 2011).According to the (Department
of Primary Education ,2011), sixth grade students must They know they can add
numbers in any order and change the type of numbers Before adding them, you also
need to know how to use them commutative and associative addition properties to
simplify calculations. Learn Class 6 should be able to explain the general principle in
theirown words (Department of Basic Education, 2011).
Number sentence grade 4 example
32+25=? (57)
57-25=32

Number sentence grade6 example

5×6=10X
5×6=30
30÷10=3
X=3
Therefore 5×6 = 10(3)/ 10×3

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Activity 2

Name Surname :
Grade:
25
Date:

Instructions
 Write all the answers in the space provided
 Show all calculations
 Write with a blue pen
 Work neatly and GOOD LUCK!!!!
Question 1
1.1 The Grade 5’s of joppie fourie Basic school has decided to collect 100L of water
everyday to give those without water. Complete the flow diagram below to
calculate the amount of liters they would have contributed \ collected at a certain
day. [4]

Days Amount of water in Liters

A)
1

300L
B)
×100

C)
7

900L
D)
1.2
There is 150 children in South Africa without any water everyday, Calculate the missing value In the table below. [4]

Input (per 1 2 3 4 C) 10
Day)
Output 150 300 A) B) 750 D)
( Children
with no
water)

Question 2

2.1 Your school has decided to give away 140 Liters of water to the children center every day from their water tank that has
1000Liters of water.Each and everyday there is a certain amount of children coming to collect water at the centre. According to the
flow diagram there was only 5 children with no water and each of them got 28 Liters on a Monday. Calculate the following using the
flow diagram below .
 Community center
INPUT School

140L

28 L

1000L

÷5
Output
Amount of
water each
Number of children child will get
receiving water
2.1.1 IF there are 10 children on a Tuesday how many Liters of water will each get ?
Show your calculations below. [2]

2.1.2 On a Friday the community center reported to the school that each child
received 7 Liters of water . Calculate how many children were there and show all
calculations below. [2]

2.1.3 Complete the following table and write down the rule of the table.[4]

Days 1 2 3 b) 12
Amount of 6L 12 L a) 30L c)
water
received

Rule :

2.2 Answer the following questions by looking at the pattern of weekly day (Monday
to Friday)

Week 1 26 June -30 June

Monday Tuesday Wednesday

12L 23L 34L

2.2.1 How many liter will be there on a Friday . Show calculations [2]
2.2.2 How many Liters will be there on a Wednesday of week 2 . Show calculations
[2]

2.2.3 Show the rule of the pattern [2]

Question 3

3.1 Study the number pattern and answer the questions [3]

1 4 2 4 3 4

9 ? 15

5 4 3

3.1.1 Write the missing value of term 2 [1]

3.1.2 Show with calculations how you got the missing value ( pattern rule). Then
write the difference of the pattern[2]

The End !!!!!

Memo
Question 1
1.1 A) 100L [1] √
B) 3 days [1] √
C) 700L [1] √
D) 9 days [1] √
1.2 A) 450 [1] √
B)600 [1] √
C)5 [1] √
D 1500 [1] √

2.1.1 140 ÷ 10 √ [2]

= 14 L √
2.1.2 140 ÷ 7 √ [2]
= 20 children √

2.1.3 A) 18 L √ [1]
B) 5 √ [1]
C) 72 L √ [1]
Rule: Days × 6 = Amount of water received √ [1]

2.2.1 Friday is day 5 therefore [2]

5 × 11 +1 = 56√√

2.2.2 Wednesday on the next week will be day 9 therefore [2]

9 × 11 + 1 = 100√√

2.2.3 Rule: Day × 11 + 1√√ [2]

3.1.1 12√
3.1.2 2 × 4 + 4 = 12√
The difference of the pattern is 3 √

Total 25

Lesson objectives

 At the end of the lesson learners will be able to define number the rule
of the patterns by studying the pattern
 By the end of the lesson learners will be able to identify a term of the
number pattern
  By the end of the lesson learners will be able to extend the number
patterns by using the rule
 By the end of the lesson learners will be able to discover the pattern by
looking at the difference of the sequence
 By the end of the lesson learners will be able to create a number
pattern to solve a problem and will be able to read from a flow diagram

Cognitive Level of the Activity

Question 1
1.1 Knowledge [ 4] Learners must recall look at the pattern to discover the rule of
the pattern to find the unknown value
1.2 knowledge [4] Learners must recall look at the pattern to discover the rule of the
pattern to find the unknown value
Question2
2.1.1 Compherension [2] Learners should show what do they understand on number
patterns by answering question showing calculations on how they got the value and
by writing the rules
2.1.2 Compherension [2] Learners should show what do they understand on number
patterns by answering question showing calculations on how they got the value and
by writing the rules
2.1.3 Compherension [4] Learners should show what do they understand on number
patterns by answering question showing calculations on how they got the value and
by writing the rules
2.2.1 Application [2] Learners should be able to do the number pattern backwards
2.2.2 Application [2] Learners should be able to do the number pattern backwards
2.2.3 Application [2] Learners should be able to do the number pattern backwards

Question 3
3.1.1 Application [1] Learners should be able to do the number pattern backwards
3.1.2 Application [2] Learners should be able to do the number pattern backwards

Mark allocation
Knowledge: 8 weighing [32] Q1.1 and 1.2
Application: 9 weighing[36] Q2.2.2 , 2.2.1, 2.2.3, 3.1.1, 3.1.2
Compherension:8 weighing [32] Q2.1.1, 2.2.2, 2.2.3

Reference List
Department of Basic Education (2011). Basic Education Department: REPUBLIC OF
SOUTH AFRICA basic education MATHEMATICS Curriculum and Assessment Policy
Statement Intermediate Phase Grades 4-6 National Curriculum Statement (NCS). [online]
Available at: https://www.education.gov.za/Portals/0/CD/National%20Curriculum
%20Statements%20and%20Vocational/CAPS%20IP%20%20MATHEMATICS%20GR
%204-6%20web.pdf?ver=2015-01-27-161430-553.

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(2021). What are the advantages of ICT in education? [online] Available at:
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