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Course by: Siyavula Uploaders. E-mail the author

To use a range of techniques to perform calculations

Module by: Siyavula Uploaders. E-mail the author

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.

1.1 8 + 410410 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} + 71007100 size 12{ { { size 8{7} } over { size 8{"100"} } } } {} + 2100021000 size 12{ { { size 8{2} } over { size 8{"1000"} } } } {}

1.2 10 + 3 + 810810 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} + 31003100 size 12{ { { size 8{3} } over { size 8{"100"} } } } {}

1.3 400 + 20 + 6 + 910910 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

2.

2.1 204,35

2.2 21,739

2.3 20,405

2.4 32.041

Content

ACTIVITY: To use a range of techniques to perform calculations [LO 1.10.3]

1. If you are able to recognise the place values of the different digits (see Activity 2.1), the following activity should be child’s play for you! Look carefully at each digit in the following numbers and then write them in extended notation:

• 8,472:
• 13,83:
• 426,9:

2. What number is represented below?

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 1.10: We know this when the learner uses a range of techniques to perform written and mental calculations with whole numbers including:

1.10.3 building up and breaking down numbers.

Content actions

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My Favorites (?)

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| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

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What are tags?

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

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