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  • GETIntPhaseMaths display tagshide tags

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

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To calculate by selecting operations appropriate to solving problems

Module by: Siyavula Uploaders. E-mail the author

MATHEMATICS

Common and Decimal Fractions

Common Fractions

EDUCATOR SECTION

Memorandum

INTRODUCTION

The learning programme for grade six consists of five modules:

1. Number concept, Addition and Subtraction

2. Multiplication and Division

3. Fractions and Decimal fractions

4. Measurement and Time

5. Geometry; Data handling and Probability

  • It is important that educators complete the modules in the above sequence, as the learners will require the knowledge and skills acquired through a previous module to be able to do the work in any subsequent module.

COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)

LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS

  • This module continues the work dealt with in grade 5. Addition and subtraction of fractions are extended and calculation of a fraction of a particular amount is revised.
  • Check whether the learners know the correct terminology and are able to use the correct strategies for doing the above correctly.
  • Critical outcome 5 (Communicating effectively by using visual, symbolic and /or language skills in a variety of ways) is addressed.
  • It should be possible to work through the module in 3 weeks.
  • ** Activity 17 is designed as a portfolio task. It is a very simple task, but learners should do it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
  • LEARNING UNIT 2 FOCUSES ON DECIMAL FRACTIONS
  • This module extends the work that was done in grade 5. Learners should be able to do rounding of decimal fractions to the nearest tenth, hundredth and thousandth. Emphasise the use of the correct method (vertical) for addition and subtraction. Also spend sufficient time on the multiplication and division of decimal fractions.
  • As learners usually have difficulty with the latter, you could allow 3 to 4 weeks for this section of the work.
  • ** Activity 19 is a task for the portfolio. The assignment is fairly simple, but learners should complete it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.

LEANER SECTION

Content

ACTIVITY: To calculate by selecting operations appropriate to solving problems [LO 1.8.6]

1. Divide into groups of three for the following activity. Your educator will provide the necessary paper. Read the questions carefully and see if you can find the solutions to the problems. Remember to show the operations that you use.

a) A school bus can only transport one quarter of the school’s 268 athletes at a time. How many passengers can fit into the bus?

b) Two thirds of the 1 944 soccer supporters were men. How many women attended the soccer game?

c) Mr Jackson wanted to save three eighths of his salary of R10 856. What amount did he save?

d) Nino wanted to buy a new cell phone that cost R4 739. He has only managed to save two sevenths of this amount. How much money does he still need to buy the phone?

e) Explain to the class how your group calculated the answers.

f) Compare your methods. How do they differ from one another?

Assessment

Learning Outcome 1:The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.8: We know this when the learner estimates and calculates by selecting and using operations appropriate to solving problems that involve:

1.8.6 finding fractions of whole numbers.

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