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WISKUNDE

Graad 5

METING EN TYD

Module 40

LENGTE

In hierdie leereenheid gaan ons kyk na verskillende eenhede om lengte mee te meet, asook na die belangrikheid daarvan om akkuraat te meet.

Aktiwiteit 1:

Om te meet en op te teken [LU 4.5.3]

Om met toepaslike meetinstrumente presies te meet [LU 4.7.3]

1. Kom ons spring sommer dadelik weg! Hoe goed ken jy jouself? Meet die volgende so akkuraat moontlik – ‘n maat mag jou help:

1.1 die lengte van jou duimnael

1.2 die lengte van jou pinkie

1.3 die lengte van jou regtervoet

1.4 die lengte van jou linkerarm van jou skouer tot by die punt van jou middelvinger

1.5 Hoe lank is jy?

1.6 Hoe hoog kan jy bykom as jy spring van die grond af?

1.7 Hoeveel hoër is dit as jyself?

2. Wat het jy gebruik om bogenoemde te meet?

3. Watter ander meetinstrumente kan ons nog gebruik om lengtes mee te meet?

Onthou jy nog?

1 cm = 10 mm

1 m = 100 cm

1 m = 1 000 mm

1 km = 1 000 m

Het jy geweet?

  • 1 meter is omtrent die afstand van ’n grootmens se neus tot by die punt van sy uitgestrekte hand se middelvinger.
  • 1 cm is ongeveer die lengte van ’n vingernael.
  • 10 cm is ongeveer die lengte van ’n hand.
  • 1 mm is min of meer die breedte van die spasie onder jou vingernael.
  • 10 mm is ongeveer die breedte van ’n pinkie.

4. Werk saam met ’n maat en voltooi die volgende tabel.

Table 1
  Meet Skatting Ware afmeting Verskil
a) die lengte van jou opvoeder      
b) die breedte van jul klaskamer      
c) die hoogte van jou bank / tafel      
d) die totale lengte van die skryfbord in die klas      

Aktiwiteit 2:

Om probleme op te los wat die kies van berekening met en herlei van standaard- eenhede insluit [LU 4.6]

1. Dit is belangrik dat ons sal weet watter meeteenhede vir spesifieke lengtes gebruik word. Om dit korrek te kan doen, is dit noodsaaklik dat ons sal weet presies hoe lank die verskillende meeteenhede is. Kom ons kyk hoe vaar jy! Kies ‘n geskikte eenheid om die volgende te meet:

1.1 Die borsmaat van Pa se pak klere is 102 ....................

1.2 Die hoogte van my kamermuur is 4 ....................

1.3 Die breedte van die stoep van die plaashuis is 2,5 ....................

1.4 Die dikte van my woordeboek is 40 ....................

1.5 Die afstand tussen Johannesburg en Kaapstad is meer as 1 000 ....................

1.6 Die diepte van die water in ons swembad is 1,500 ....................

2. Omkring die afmeting wat die naaste aan die werklikheid is:

2.1 Die deur van ons klas is ongeveer . . . . . . . . hoog.

(a) 20 m (b) 200 mm (c) 2 km (d) 2 m

2.2 My voet is omtrent . . . . . . . . lank.

(a) 26 cm (b) 26 mm (c) 26 km (d) 26 m

2.3 Die afstand van Durban na Oos-Londen is . . . . . . . . . . .

(a) 674 mm (b) 674 km (c) 674 m (d) 674 cm

3. Kom ons kyk na die desimale skryfwyse van lengte:

Ons weet reeds 10 mm = 1 cm

Dus: 25 mm = 10 + 10 + 5 mm

= 1cm + 1 cm + 5 mm

= 2 cm + 5 mm

= 2,5 cm of 2 1212 size 12{ { { size 8{1} } over { size 8{2} } } } {} cm

Voltooi die tabel:

Table 2
Aantal mm 10 85 ............ 245 ............ 1 026 ............
Aantal cm 1 ............ 4,2 ............ 17,9 ............ 146,3

4. Ons weet daar is 1 000 mm in 1 m

Dus: 2 347 mm = 2 m 347 mm

= 2,347 m

Voltooi die tabel:

Table 3
mm m
4 328 4,328
..................... 3
367 .....................
..................... 4,7
28 .....................
..................... 0,067
6 .....................

5. Net so is 1 000 m = 1 km

Dus: 1 407 m = 1 km 407 m

= 1,407 km

Voltooi die tabel:

Table 4
Lengte in m 2 368 ............ 426 ............ 38 ............ 9
Lengte in km 2,368 7 ............ 0,6 ............ 1,48 ............

Aktiwiteit 3:

Om twee-dimensionele figure te meet en S.I.-eenhede te gebruik om op te teken [LU 4.5.3]

SKAAL:

Het jy geweet?

Wanneer ons iets teken, bv. ’n huis, teken ons dit nie lewensgroot nie.

Ons teken dit op skaal. Die vorm bly dus dieselfde, maar nie die grootte nie. Die mes is bv. op ’n skaal 1 tot 4 geteken.

Figure 1
Figure 1 (graphics1.png)

Dink ook aan kaarte. ’n Plek word gewoonlik daarop kleiner geteken as wat dit in werklikheid is. ’n Skaal sê vir ons hoe om afstande op ’n kaart te kry. Gewoonlik dui die skaal aan dat 1 cm op die kaart 500 km is, soos in die geval van die kaart hieronder.

1. Beantwoord die volgende vrae:

1.1 Hoe lank is die mes hierbo regtig? ..................................................

1.2

Figure 2
Figure 2 (graphics2.png)
  1. a) Hoe ver is dit regtig volgens die skaal van dorp A na B? ....................

  1. a) En van C na D? ....................

2. Bepaal die skaal van elke item hieronder.

Figure 3
Figure 3 (graphics3.png)

2.1 Die lengte van die potloodkryt is 15 cm.

Skaal: .........................................

Figure 4
Figure 4 (graphics4.png)

2.2 Die lengte van die bottel is 80 cm.

Skaal: .........................................

Figure 5
Figure 5 (graphics5.png)

2.3 Die lengte van die vis is 45 cm.

Skaal: .........................................

Meet nou die afstand.

  • Hoeveel cm is dit?
  • Hoeveel m is dit?
  • Neem nou enige 340 ml koeldrankblikkie en meet die afstand rondom die blikkie

in mm.

Assessering

Table 5
LU 4
MetingDie leerder is in staat om gepaste meeteenhede, instrumente en formules in 'n verskeidenheid kontekste te gebruik.
Dit is duidelik wanneer die leerder:
4.1 analoog-, digitale en 24-uur-tyd tot minstens die naaste minuut en sekonde lees, sê en skryf;
4.2 probleme oplos wat berekeninge met en herleiding tussen geskikte tydeenhede behels, insluitend dekades, eeue en millennia;
4.3 instrumente gebruik wat tyd meet tot op geskikte vlakke van noukeurigheid, insluitend polshorlosies en stophorlosies;
4.4 maniere in verskillende kulture beskryf en illustreer om tyd deur die geskiedenis heen te meet en voor te stel;
4.5 SI-eenhede gebruik om voorwerpe en vorms te skat, te meet, aan te teken, te vergelyk en te orden met geskikte akkuraatheid vir:
  • massa m.b.v. gram (g) en kilogram (kg);
  • kapasiteit m.b.v. millimeter (mm), sentimeter (cm), meter (m) en kilometer (km);
  • lengte m.b.v. millimeter (mm), sentimeter (cm), meter (m) en kilometer (km);
4.6 probleme oplos wat die kies van, berekening met en herleiding tussen geskikte S.I.-eenhede (sien hierbo) behels, terwyl geskikte kontekste vir Tegnologie en Natuurwetenskappe geïntegreer word;
4.7 gepaste meetinstrumente gebruik (met ‘n begrip vir die beperkings daarvan) tot op geskikte vlakke van noukeurigheid, insluitend:
  • badkamerskale, kombuisskale en balanse om massa te meet;
  • maatbekers om volume te meet;
  • liniale, meterstokke, maatbande en klikwiele om lengte te meet.

Memorandum

AKTIWITEIT 1

3. maatband / meterstok / meterwiel (klikwiel) / liniaal / tou / wol

1. 1.1: cm

1.2: m

1.3: m

1.4: mm

1.5: km

1.6: m

2. 2.1: 2 m

2.2: 26 cm

2.3; 674 km

3.

Table 6
      42   179   1463
    8,5   24,5   102,6  

4.

Table 7
mm m
3 000  
  0,367
4 700  
  0,028
67  
  0,006

5.

Table 8
    7 000   600   1 480  
      0,426   0,038   0,009

AKTIWITEIT 3

1. 20 cm

1.1: 1 250 km

1.2: 1 500 km

2. 2.1: 1:5

2.2: 1:20

2.3: 1:15

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