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• GETIntPhaseMaths

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

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Course by: Siyavula Uploaders. E-mail the author

# Om te skat en te bereken deur gepaste bewerkings toe te pas

Module by: Siyavula Uploaders. E-mail the author

## Inhoud

### Om strategieë te gebruik om oplossings te kontroleer [LU 1.11]

1. Ons het nou na ‘n paar tegnieke gekyk om antwoorde te bereken. In ons alledaagse lewe kry ons daagliks met “probleme” soos diè hieronder te doen. As ons dit nie kan oplos nie, sal ons bitter min berekeninge met vertroue kan doen. Deel in groepe van drie en kyk of julle die volgende probleme kan oplos. Jou opvoeder sal jul van die nodige folio voorsien.

1.1 Dimitri en sy vriende besluit om by die “Bites-and-Bits” restaurant te gaan eet.

Die spyskaart lyk so:

Toebroodjies:

Kaas R9,99Ham en Kaas R12,99Eier R11,99Tamatie, ham en kaas R15,99Hoender R15,99

Koeldrank: Coke, Fanta, Sprite, Cream Soda R4,95

• Dimitri bestel ‘n ham-en-kaastoebroodjie en ‘n aarbei melkskommel.
• Vusi bestel ‘n hoendertoebroodjie en ‘n Coke.
• Nancy bestel ‘n eiertoebroodjie en ‘n sjokolade melkskommel.
• As Dimitri aanbied om die rekening te betaal, wat gaan die uiteet hom kos?

1.2 Mnr. Zuma, hoof van die Laerskool Vasbyt, besluit om die saal se vloer met nuwe teëls te vervang. Hy koop dit en vra die leerders om dit saal toe te dra.

• Die Graad 7’s dra 1 893 teëls; die Graad 6’e bring 976 teëls; die Graad 5’s dra 824 teëls en die Graad 4’s bring 769 teëls na die saal. Hoeveel teëls is altesaam na die saal gedra?

2. Verduidelik aan die res van die klas hoe julle groep die antwoorde bereken het.

3. Vergelyk jul metodes. Hoe verskil hulle van mekaar?

4. Gebruik ‘n sakrekenaar om die antwoorde te kontroleer.

## 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 1.6: Dit is duidelik wanneer die leerder probleme in konteks oplos, insluitend kontekste wat gebruik kan word om ‘n bewustheid van ander leerareas, asook van menseregte-, sosiale, ekonomiese en omgewingskwessies, te bevorder:

1.6.1 finansiële kontekste (insluitend koop en verkoop, wins en verlies, en eenvoudige begrotings);

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

1.10.1 optelling en aftrekking in kolomme;

Assesseringstandaard 1.11: Dit is duidelik wanneer die leerder ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid van oplossings te beoordeel.

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#### Definition of a lens

##### Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

##### What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

##### Who can create a lens?

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##### What are tags?

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| A lens I own (?)

#### Definition of a lens

##### Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

##### What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

##### Who can create a lens?

Any individual member, a community, or a respected organization.

##### What are tags?

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks