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    By: Siyavula

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To recognise and classify numbers in order to describe and compare them

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.

Table 1
COMMON FRACTION 1 2 1 2 size 12{ { {1} over {2} } } {} 1 4 1 4 size 12{ { { size 8{1} } over { size 8{4} } } } {} 3 4 3 4 size 12{ { { size 8{3} } over { size 8{4} } } } {} 4 5 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} 1 8 1 8 size 12{ { { size 8{1} } over { size 8{8} } } } {} 4 20 4 20 size 12{ { { size 8{4} } over { size 8{"20"} } } } {} 3 8 3 8 size 12{ { { size 8{3} } over { size 8{8} } } } {} 5 8 5 8 size 12{ { { size 8{5} } over { size 8{8} } } } {}
DECIMAL FRACTION 0,5 0,25 0,75 0,8 0,125 0,2 0,375 0,625

BRAIN TEASER

  • 0,6 repeating
  • 0,16 (6 repeating)
  • 0,1 repeating

LEANER SECTION

Content

ACTIVITY: To recognise and classify numbers in order to describe and compare them [LO 1.3.2, LO 1.3.3]

1. A last bit of revision! Write the common fractions as decimal fractions and vice versa. Remember to complete the table neatly!

Table 2
COMMON FRACTION   1 4 1 4 size 12{ { {1} over {4} } } {}   4 5 4 5 size 12{ { {4} over {5} } } {}        
DECIMAL FRACTION 0,5   0,75   0,125     0,625

BRAIN TEASER!

Write the following as a decimal fraction – remember to use brief notation!

2 3 2 3 size 12{ { {2} over {3} } } {}

1 6 1 6 size 12{ { {1} over {6} } } {}

1 9 1 9 size 12{ { {1} over {9} } } {}

Assessment

Learning Outcome 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.

Assessment Standard 1.3: We know this when the learner recognises and represents the following numbers in order to describe and compare them:

1.3.2 decimal fractions to at least two decimal places;

1.3.3 common fractions, including specifically tenths, hundreds and percentages.

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