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  • GETSenPhaseMaths display tagshide tags

    This module and collection are included inLens: Siyavula: Mathematics (Gr. 7-9)
    By: Siyavula

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WISKUNDE

Omtrek, Oppervlakte en Volume

OPVOEDERS AFDELING

Memorandum

3.2

250 mm

320 mm

3.3

a) 135 mm

b) 135 mm

c) 104 mm

d) 174 mm

3.4

a) oppervlakte = 2 x (b + d) of oppervlakte = (2 x b) + (2 x d)

b)oppervlakte = 2 x (f+g) of oppervlakte = (2 x f) + (2 x g)

c)oppervlakte = 4 x k

d)oppervlakte = (2 x a) + (2 x e) of oppervlakte = 2 x (a + e)

3.5

Met behulp van stukkie tou of wol en liniaal

3.6

a) 3 100 km

b) 500 km

c) 350 km

d) 15,45 h

38.

a) 42

b) eie antwoord

c) R2,681,70

5.

a) 27

b) 27

c) 39

d) 18

e) 18

f) 9

g) 14

h) 2

i) 12

j) 60

k) 60

l) 64

m) 72

n) 125

o) 108

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Omtrek [LU 2.5, LU 4.2, LU 4.3, LU 1.8]

3. PERIMETER

3.1 BELANGRIK om te ONTHOU!

Die omtrek van enige figuur is die totale lengte rondom die figuur, met ander woorde die som van die lengtes van al die sye.Omtrek is dus ’n lengte en word in millimeter, meter of kilometer gemeet.Die akkuraatste manier om die omtrek te bepaal, is om ’n passer en liniaal te gebruik.

Figuur 1
Figuur 1 (graphics1.png)

3.2 Wat is die omtrek van jou vyf- en aghoek hierbo?

Vyfhoek: ____________________________________________________________

Aghoek: _____________________________________________________________

3.3 Gebruik jou liniaal en bepaal die omtrek van die volgende veelhoeke:

a)

Figuur 2
Figuur 2 (graphics2.png)

______________________________________

Figuur 3
Figuur 3 (graphics3.png)
b)

_____________________________________

c)

Figuur 4
Figuur 4 (graphics4.png)

_____________________________________

Figuur 5
Figuur 5 (graphics5.png)
d)

_____________________________________

3.4 Werk saam met ’n maat. Lei formules af om die omtrek van die volgende vierhoeke te bepaal:

a) ’n reghoek met lengte b sentimeter en breedte d sentimeter:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

b) ’n parallellogram met sye f sentimeter en g sentimeter:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

c) ’n ruit met sye k millimeter:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

d) ’n vlieër met sye a millimeter en e millimeter:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

3.5 Hoe sal jy die omtrek van die volgende figure bepaal?

a)

Figuur 6
Figuur 6 (graphics6.png)

b)

Figuur 7
Figuur 7 (graphics7.png)

______________________________________________________________

______________________________________________________________

______________________________________________________________

3.6 ’n Graad 7-klas vertrek op ’n toer.

a) Kyk na die meegaande skets en gebruik die skaal om uit te vind hoe ver hulle sal reis.

Figuur 8
Figuur 8 (graphics8.png)

1 : 100

1 cm = 100km

b) Wat is die werklike afstand van E na B? _____________________________

c) Wat is die werklike afstand van B na D? _____________________________

c) As die bus teen 110 km / h ry, hoeveel uur sal dit neem om van A na F te reis as die bus nie langs die pad stop nie?

____________________________________________________________________

3.8 Die skets toon ’n kamp wat vir skape omhein moet word.

Figuur 9
Figuur 9 (graphics9.png)

a) As die lengte van die dwarspale 2,7 m is en jy ’n opening van 1,5 m vir ’n hek moet laat, hoeveel regop pale gaan jy nodig hê?

_____________________________________________________________________

_____________________________________________________________________

b) Waar sal jy die opening van die hek laat? Motiveer jou antwoord.

_____________________________________________________________________

_____________________________________________________________________

c) As die pale R63,85 elk kos, hoeveel sal die boer moet spandeer?

_____________________________________________________________________

_____________________________________________________________________

4. Tyd vir selfassessering

Tabel 1
  • Maak ’n regmerkie in die toepaslike blokkie:
Ja Nee
Ek kon die oplossings vir die kopkrappers vind    
Ek kon die reëlmatige vyfhoek teken    
Ek kon die reëlmatige aghoek teken    
Ek kan die begrip “omtrek” verduidelik    
Ek kon die omtrek van die veelhoeke akkuraat bepaal    
Ek kon die formules vir die omtrek van die volgende veelhoeke aflei en neerskryf:    
  • Reghoek
   
  • Parallelogram
   
  • Ruit
   
  • Vlieër
   
Ek kon die afstand wat die Gr. 7’s op hul toer sou aflê, akkuraat volgens skaal bereken    
Ek kon die aantal pale wat vir die kamp benodig is, korrek bereken    

5. Kom ons toets eers jou hoofreken!

Voltooi die volgende so vinnig en akkuraat moontlik:

a) 6 + 7 x 3 = ___________________

b) 6 + (7 x 3) = ___________________

c) (6 + 7) x 3 = ___________________

d) 9 x 6 ÷ 3 = ___________________

e) 9 x (6 ÷ 3) = ___________________

f) 36 ÷ (12 ÷ 3) = ___________________

g) 13 – 5 + 6 = ___________________

h) 13 – (5 + 6) = ___________________

i) 14 – (5 – 3) = ___________________

j) 4 x 3 x 5 = ___________________

k) 5 x (3 x 4) = ___________________

l) 43 = ___________________

m) 32 x 23 = ___________________

n) 53 = ___________________

o) 33 x 22 = ___________________

  • Voltooi deur in te kleur:
Tabel 2
Ek het GOED   REDELIK   SWAK gevaar.

Assessering

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 2.5: Dit is duidelik wanneer die leerder getalsinne oplos of voltooi deur inspeksie of deur ‘n proses van probeer en verbeter, en die oplossings deur vervanging kontroleer (bv. 2 x - 8 = 4).

Leeruitkomste 4:Die leerder is in staat om gepaste meeteenhede, instrumente en formules in ‘n verskeidenheid kontekste te gebruik.

Assesseringstandaard 4.2: Dit is duidelik wanneer die leerder probleme oplos;

Assesseringstandaard 4.3: Dit is duidelik wanneer die leerder probleme oplos deur ‘n verskeidenheid strategieë te gebruik;

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 1.8: Dit is duidelik wanneer die leerder hoofrekenberekeninge doen wat kwadrate van natuurlike getalle tot minstens 10² en derdemagswaardes van natuurlike getalle tot minstens 5³ behels.

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