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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 desimale breuke te herken en gebruik

Module by: Siyavula Uploaders. E-mail the author

WISKUNDE

Gewone Breuke en Desimale Breuke

Desimale 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.

2.1 =

2.2 <

2.3 <

2.4 <

2.5 =

2.6 =

2.7 <

2.8 <

2.9 <

2.10 <

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Om ekwivalente vorms van desimale breuke te herken en gebruik [LU 1.5.2]

ORDENING VAN DESIMALE EN GEWONE BREUKE

Vroeër in die module moes jy besluit of die verwantskapstekens korrek ingevul is. Werk saam met ‘n maat en kyk na die volgende vraag en oplossings:

1. Twee verwers wou weet wie die langste muur sou moes verf: een van 9,3 m of een van 914914 size 12{9 { {1} over {4} } } {} meter.

x 4

  • x 4Ek redeneer so: 9,3 = 93109310 size 12{9 { {3} over {"10"} } } {}310310 size 12{ { {3} over {"10"} } } {} = 12401240 size 12{ { {"12"} over {"40"} } } {}

x 10 93109310 size 12{9 { {3} over {"10"} } } {} = 9124091240 size 12{9 { {"12"} over {"40"} } } {}

x 10 914914 size 12{9 { {1} over {4} } } {} = 9104091040 size 12{9 { {"10"} over {"40"} } } {}1414 size 12{ { {1} over {4} } } {} = 10401040 size 12{ { {"10"} over {"40"} } } {}

Die 9,3 m muur is die langste.

1.2 Ek verander die 914914 size 12{9 { {1} over {4} } } {} m eers na ‘n desimale breuk.

Figure 1
Figure 1 (graphics1.png)

x 25x 25 914914 size 12{9 { {1} over {4} } } {} = 1414 size 12{ { {1} over {4} } } {} = 2510025100 size 12{ { {"25"} over {"100"} } } {}

9,3 =

Wie se metode verkies jy ?

  • Hoekom?

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2. NOG ‘N KOMPETISIE!

Hierdie keer is dit span A teen span B! Julle het hierdie keer 2 minute tyd om die korrekte verwantskapsteken in te vul. Jul opvoeder sal daarna enige leerder vra om die antwoorde te verstrek.

2.1 0,09 91009100 size 12{ { {9} over {"100"} } } {}

2.2 4,02 425425 size 12{4 { {2} over {5} } } {}

2.3 0,016 1610016100 size 12{ { {"16"} over {"100"} } } {}

2.4 0 0,8

2.5 0,20 . 1515 size 12{ { {1} over {5} } } {}

2.6 1,4 18201820 size 12{1 { {8} over {"20"} } } {}

2.7 3 21010002101000 size 12{ { {"210"} over {1`"000"} } } {} 3,22

2.8 0,494 1212 size 12{ { {1} over {2} } } {}

2.9 2,006 2610026100 size 12{2 { {6} over {"100"} } } {}

2.10 0,025 1414 size 12{ { {1} over {4} } } {}

  • Wie het hierdie keer gewen?
  • Hoeveel het JY reg gehad?

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:

1.5.2 desimale breuke tot minstens 2 desimale plekke.

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