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  • GETIntPhaseMaths display tagshide tags

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

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Om ekwivalente vorms van getalle te herken

Module by: Siyavula Uploaders. E-mail the author

WISKUNDE

Gewone Breuke en Desimale Breuke

Gewone Breuke

OPVOEDERS AFDELING

Memorandum

INLEIDING

Daar is 5 modules:

1. Getalbegrip, Optelling en Aftrekking

2. Vermenigvuldiging en Deling

3. Breuke en Desimale Breuke

4. Meting en Tyd

5. Meetkunde; Datahantering en Waarskynlikheid

4 Dit is belangrik dat opvoeders die modules in volgorde (soos hierbo genoem) sal doen, aangesien die leerders die vorige module se kennis en vaardighede benodig vir die daaropvolgende module.

3. GEWONE EN DESIMALE BREUKE (LU 1; 2 EN 5)

LEEREENHEID 1 FOKUS OP GEWONE BREUKE

  • Hierdie module is ‘n voortsetting van die werk wat in graad 5 gedoen is. Daar word uitgebrei op die optelling en aftrekking van breuke, en die berekening van ‘n breuk van ‘n sekere hoeveelheid word ook hersien.
  • Maak seker dat die leerders die korrekte terminologie bemeester het, asook die korrekte strategieë om bogenoemde korrek te bereken.
  • Kritieke Uitkoms 5 (Effektiewe kommunikasie deur visuele, simboliese, en/of taalvaardighede op verskillende maniere te gebruik) is hier van toepassing.
  • 3 weke behoort voldoende te wees om hierdie module te voltooi.
  • ** Aktiwiteit 17 is ‘n taak vir die portefeulje. Hoewel dit ‘n baie eenvoudige opdrag is, moet leerders in staat wees om dit netjies en akkuraat uit te voer. Leerders moet voor die tyd weet hoe opvoeders die taak gaan assesseer.

LEEREENHEID 2 FOKUS OP DESIMALE BREUKE

  • Hierdie module is ‘n uitbreiding op werk wat in graad 5 afgehandel is. Leerders moet nou in staat wees om desimale breuke korrek af te rond tot die naaste tiende, honderdste en duisendste. Beklemtoon weer die korrekte metode om op te tel en af te trek (vertikaal). Gee ook baie aandag aan die vermenigvuldiging en deling van desimale breuke.
  • Aangesien leerders laasgenoemde nogal moeiliker vind, kan 3 - 4 weke aan dié module spandeer word.
  • ** Aktiwiteit 19 is ‘n taak vir die portefeulje. Die opdrag is baie eenvoudig, maar leerders moet in staat wees om dit netjies en akkuraat uit te voer. Leerders moet voor die tyd weet hoe opvoeders die taak gaan assesseer.

1.1 2323 size 12{ { { size 8{2} } over { size 8{3} } } } {}

1.2 13201320 size 12{ { { size 8{"13"} } over { size 8{"20"} } } } {}

1.3 5858 size 12{ { { size 8{5} } over { size 8{8} } } } {}

1.4 2323 size 12{ { { size 8{2} } over { size 8{3} } } } {}

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Om ekwivalente vorms van getalle te herken [LU 1.5.1]

As jy weet hoe om te vereenvoudig en dit korrek kan toepas, sal jy gou besef wat ‘n handige “hulpmiddel” dit is om bewerkings met breuke te doen. Dit kan jou help om makliker (en vinniger) op te tel, af te trek, te vermenigvuldig en te deel. Jy sal ook verwantskapstekens makliker kan invul. Kom ons kyk hoe vaar jy!

1. Vereenvoudig die volgende:

1.1 10151015 size 12{ { {"10"} over {"15"} } } {}

1.2 26402640 size 12{ { {"26"} over {"40"} } } {}

1.3 45724572 size 12{ { {"45"} over {"72"} } } {}

1.4 42634263 size 12{ { {"42"} over {"63"} } } {}

2. KOM ONS SPEEL ‘N SPELETJIE!

Jy benodig ‘n maat en twee dobbelstene.

  • Gooi die twee dobbelstene en skryf die getalle wat bo lê as ‘n egte breuk neer.
  • Vereenvoudig die breuk as jy kan.
  • Jou maat moet nou dieselfde doen.
  • Besluit wie se breuk is die grootste.
  • Die een wat die grootste breuk het, kry 2 punte.
  • Die een wat die meeste punte kan aanteken, wen!

ONTHOU JY NOG?

As ons breuke wil optel, moet ons eers die noemers dieselfde maak.

Bv. 1313 size 12{ { {1} over {3} } } {} + 3636 size 12{ { {3} over {6} } } {}

1313 size 12{ { {1} over {3} } } {} = 2626 size 12{ { {2} over {6} } } {}

Figure 1
Figure 1 (graphics1.png)

(26)(26) size 12{ \( { {2} over {6} } \) } {}1313 size 12{ { {1} over {3} } } {} + 3636 size 12{ { {3} over {6} } } {} = 5656 size 12{ { {5} over {6} } } {}

Jou kennis van hoe om ekwivalente breuke te bepaal, kom hier handig te pas.

LET WEL!

As ons die som van twee ekwivalente breuke bereken, tel ons net die tellers bymekaar. Die noemer word net so behou.

ONTHOU OOK!

Indien die antwoorde ‘n onegte breuk is, moet jy dit herlei na ‘n gemengde getal.

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 1.5: ekwivalente vorms van die bogenoemde getalle herken en gebruik, insluitend:

1.5.1 gewone breuke met 1- of 2-syfernoemers.

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