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  • GETIntPhaseMaths display tagshide tags

    This module is included inLens: Siyavula: Mathematics (Gr. 4-6)
    By: Siyavula

    Review Status: In Review

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Om ‘n reeks tegnieke te gebruik om berekeninge te doen

Module by: Siyavula Uploaders. E-mail the author

WISKUNDE

Vermenigvuldiging en Deling

Vermenigvuldiging

OPVOEDERS AFDELING

Memorandum

1.1 9 x 25 ÷9 x 100) ÷ 4

1.2 368 x 25 ÷368 x 100) ÷ 4

1.3 16 x 25 ÷16 x 100) ÷ 4

2. 2.1 ÷324 x 100) ÷ 4

32 400 ÷ 4

8 100

2.2 ÷1 436 x 100) ÷ 4

143 600 ÷ 4

35 900

2.3 ÷26 844 x 100) ÷ 4

2 684 400 ÷ 4

671 100

KOPKRAPPER

ja

÷1 436 ÷ 4) x 100

359 x 100

35 900

3.1

Table 1
_______ 375
_______ 625
_______ 1 125

3.2

Table 2
_______ 3 000 _______ 375
_______ 5 000 _______ 625
_______ 9 000 _______ 1 125

4. Antwoorde is dieselfde.

5. 1 000

8

deel

8

1 000

vermenigvuldig

6.1 36 x 1 000 1 056 000 ÷ 8

36 000 132 000

6.2 132 x 1 000 ÷1 056 x 1 000 ÷ 8

132 000 132 000

KOPKRAPPER

x 1 000  2 / x 5 x 100 / 2 x 1 000

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Om ‘n reeks tegnieke te gebruik om berekeninge te doen [LU 1.10.3]

Om uitvoer-waardes vir gegewe invoer-waardes te bepaal [LU 2.3.3]

In Graad 6 is dit baie belangrik om sekere strategieë te ontwikkel om vinnig by antwoorde uit te kom en so die lewe vir jouself te vergemaklik. Kom ons kyk na ‘n paar slim planne wat ons kan maak wanneer ons vermenigvuldig.

ONTHOU!

Wanneer jy met 25 vermenigvuldig, kan jy eers met 100 vermenigvuldig en dan deur 4 deel.

1. Kan jy die volgende skale balanseer deur die korrekte getalle in te vul?

1.1

Figure 1
Figure 1 (graphics1.png)

Figure 2
Figure 2 (graphics2.png)
1.2

1.3

Figure 3
Figure 3 (graphics3.png)

2. Gebruik bogenoemde metode en bereken:

2.1 324 x 25 =

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2.2 1 436 x 25 =

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

2.3 26 844 x 25 =

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

KOPKRAPPER!

Kan ek eers deur 4 deel en dan met 100 vermenigvuldig? _____________________

Bewys jou antwoord:

1 436 x 25 =_____________________________________

=___________________________________________

=___________________________________________

3. Kyk goed na die volgende voorbeeld en voltooi dan die tabelle:

Table 3
3.1 1 × 125 125
  3 × 125 _____
  5 × 125 _____
  9 × 125 _____
Table 4
3.2 1 × 1 000 1 000 ÷ 8 25
  3 × 1 000 _____ ÷ 8 _____
  5 × 1 000 _____  8 _____
  9 × 1 000 _____  4 _____

4. Vergelyk die antwoorde in die tabelle. Wat merk jy op?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

5. Voltooi die volgende:

ONTHOU:

As ek met 125 moet vermenigvuldig, kan ek eers met __________________

vermenigvuldig en dan die antwoord wat ek kry, deur ________________ ________________________ OF ek kan eers die getal deur _________________________deel en dan die antwoord met ______________. _______________

6. Kyk of jy dié metode kan toepas:

6.1 288 x 125 = ÷288  8) x 1 000

= _______________________

= _______________________

or

288 x 125 = ÷288 x 1 000) ÷ 8

= _______________________

= _______________________

6.2 1 056 x 125 = ÷1 056 ÷ 8) x 1 000 of _____________________

= _______________________

= _______________________

KOPKRAPPER!

Hoe sal jy blitsvinnig SONDER ’n sakrekenaar ’n getal met 500 kan vermenigvuldig?

Assessering

Leeruitkomste 1:Die leerder is in staat om getalle en die verwantskappe daarvan te herken, te beskryf en voor te stel, en om tydens probleemoplossing bevoeg en met selfvertroue te tel, te skat, te bereken en te kontroleer.

Assesseringstandaard 1.10: Dit is duidelik wanneer die leerder ‘n verskeidenheid tegnieke gebruik om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend:

1.10.3: opbou en afbreek van getalle.

Leeruitkomste 2:Die leerder is in staat om patrone en verwantskappe te herken, te beskryf en voor te stel en probleme op te los deur algebraïese taal en vaardighede te gebruik.

Assesseringstandaard 2.3: Dit is duidelik wanneer die leerder uitsetwaardes bepaal vir gegewe insetwaardes deur gebruik te maak van:

2.3.3: tabelle.

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