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  • GETIntPhaseMaths display tagshide tags

    This module and collection are included inLens: Siyavula: Mathematics (Gr. 4-6)
    By: Siyavula

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To be able to do mental arithmetic

Module by: Siyavula Uploaders. E-mail the author

MATHEMATICS

Number Concept, Addition and Subtraction

Subtraction

EDUCATOR SECTION

Memorandum

2. Subtraction

3.1 8

3.2 28

3.3 47

3.4 40

3.5 340

3.6 3 580

3.7 18 200

3.8 18 050

3.9 10 250

3.10 8 250

3.11 18

3.12 14

3.13 8

3.14 12

3.15 45

3.16 450

3.17 350

  • 25 000

3.19 1 500

3.20 250

Leaner Section

Content

Activity: To be able to do mental arithmetic [LO 1.9]

1. It is often necessary for us to be able to add or subtract quickly. We must always try to find "shortcuts" for mental arithmetic. Can you think of a quick way of subtracting 9 from a number, for instance? (See who in your class has got the most effective method for this!)

2. Now are you ready for action? Subtract 9 from the following numbers. Find the matching answer in the wheel and write the letter that is paired with it in the space below, to show what this learning unit covers!

Table 1
18 31 22 47 25 34 24 47 43 26 14
                     

Figure 1
Figure 1 (graphics1.png)

  • Write your answer here:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

  • Do you still recognise these?

In 468 – 231 = 237 we refer to

468 as the minuend

231 as the subtrahend

237 as the difference

Table 2
Thus: 468 - 231 = 237  
       
  minuend subtrahend difference
  • Do you also remember?

The INVERSE (reverse calculation) of subtraction is ADDITION.

If you therefore want to check a subtraction sum, you can add.

3. Let’s practise your skills in mental arithmetic again! Subtract the following as quickly as possible. If you know your place values (refer to Learning Unit 1) it will be child’s play.

2.1 17 – 9 = _________________

2.2 37 – 9 = _________________

2.3 97 – 50 = _________________

2.4 97 – 57 = _________________

2.5 360 – 20 = _________________

2.6 3 600 – 20 = _________________

2.7 18 250 – 50 = _________________

2.8 18 250 – 200 = _________________

2.9 18 250 – 8 000 = _________________

2.10 18 250 – 10 000 = _________________

2.11 _________________ – 9 = 9

2.12 _________________ – 8 = 6

2.13 21 – _________________ = 13

2.14 42 – _________________ = 30

2.15 90 – _________________ = 45

2.16 900 – _________________ = 450

2.17 900 – _________________ = 550

2.18 _________________ – 6 000 = 19 000

2.19 21 500 – _________________ = 20 000

2.20 25 750 – _________________ = 25 500

  • Complete by ticking in the applicable column.
Table 3
    NOT AT ALL   ONLY A LITTLE   A LOT   VERY MUCH
I struggle to subtract quickly and accurately                
                 
I struggle to subtract quickly                
                 
I struggle to subtract correctly                

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.9: We know this when the learner performs mental calculations.

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