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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

Getalbegrip, Optelling en Aftrekking

Aftrekking

OPVOEDERS AFDELING

Memorandum

1.1 27 848

1.2 18 121

1.3 254 706

2.1 8 486 – 5 456 = 3 030

84 381 – 54 351 = 30 030

86 488 – 56 455 = 30 033

816 823 – 516 523 = 300 300

814 886 – 514 556 = 300 330

2.2 297 300

3.1 (b) R27 414

3.2 (a) 22 526

(b) 65 778

(c) 668 544

Kopkrapper

(a) 378 – 111 = 267 – 110 = 157 – 10 = 147

(b) 2 598 – 1 111 = 1 487 – 1 111 = 376 – 110 = 266

(c) 14 210 – 110 = 14 100 – 100 = 14 000

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Om ‘n reeks tegnieke te gebruik om berekeninge te doen [LU 1.10]

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

1. Jy het nou deur verskeie metodes gewerk om die verskil te bereken. Kies nou enige van hierdie metodes en bereken die volgende:

1.1 __________ = 54 321 – 26 473

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1.2 __________= 63 904 – 45 783

_____________________________________________________________________

_____________________________________________________________________

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1.3 __________= 486 213 – 231 507

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_____________________________________________________________________

_____________________________________________________________________

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2. 2.1 Kom ons jaag resies. Kyk of jy jou maat kan wen. Onthou net om netjies te werk. Kyk goed na elke getal.

  • Kyk goed na elke getal.
  • Vervang elke keer die syfer 8 deur ’n 5.
  • Skryf die nuwe getal direk daaronder neer.
  • Bereken dan die verskil tussen die twee getalle en skryf die antwoord in die heelonderste spasie neer.

Bv.

Figuur 1
Figuur 1 (graphics1.png)
Figuur 2
Figuur 2 (graphics2.png)

2.2 Wat is die verskil tussen die grootste en kleinste antwoord?

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2.3 Vergelyk jou antwoorde met jou maat s’n.

2.4 Kontroleer jul antwoorde met ’n sakrekenaar.

3. Nou wys ons jou nog ‘n tegniek om die verskil tussen twee getalle te bereken.

3.1 Werk weer in groepe van drie. Lees die volgende probleme goed deur en kontroleer die oplossings deur dit vir mekaar te verduidelik.

a) Kayla se pa koop ’n splinternuwe Renault Scenic vir R147 293 en Wayne se pa ’n tweedehandse motor vir R69 475. Watter bedrag het Kayla se pa meer betaal?

Figuur 3
Figuur 3 (graphics3.png)

Kayla se pa betaal R77 818 meer.

b) Roberto moet baie oorsee bel en sy telefoonrekening is gevolglik R30 000. Carli gebruik haar selfoon om oproepe te maak en haar rekening beloop R2 586. Met watter bedrag was Carli se telefoonrekening minder?

Figuur 4
Figuur 4 (graphics4.png)

Carli betaal R27 414 minder.

3.2 Bereken die volgende deur bogenoemde metode te gebruik:

a) __________= 42 063 – 19 537

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b) __________= 264 136 – 198 358

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c) __________= 900 000 – 231 456

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TYD VIR SELFASSESSERING

Ons het nou na verskillende tegnieke/strategieë gekyk om berekeninge te doen en te kontroleer. Hoe voel JY oor die werk wat ons so pas afgehandel het?

Evalueer jouself deur ‘n sirkel te trek om die syfer in die toepaslike blokkie.

Tabel 1
** HEELTEMAL ONSEKER BIETJIE SEKER REDELIK SEKER DOOD­SEKER
Ek kan korrek afrond tot die naaste 1 000 1 2 3 4
Ek kan aftrek deur by te tel 1 2 3 4
Ek kan die verskil d.m.v. afronding bereken 1 2 3 4
Ek kan aftrek deur getalle in uitgebreide notasie te hergroepeer 1 2 3 4
Ek kan met negatiewe getalle werk 1 2 3 4
Ek kan vertikaal aftrek 1 2 3 4

** Vra jou opvoeder se hulp.

Kopkrapper!

Jy mag net die volgende sleutels van jou sakrekenaar gebruik:

1 ; – ; 0 ; =

Kyk of jy die eerste getal na die tweede getal kan verander.

Bv. Verander 1 416 na 285

1 416 – 1 110 = 306 – 11 = 295 – 10 = 285

a) Verander 378 na 147

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b) Verander 2 598 na 266

_____________________________________________________________________

c) Verander 14 210 na 14 000

_____________________________________________________________________

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:

1.10.1 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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