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Inside Collection (Course): Mathematics Grade 6
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
COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)
LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS
** 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. 165,2 ℓ
2. 372,564
3. 56,42 kg
4. 147,431 m
5. and 6. Own explanation
You have to work in groups of three for the following activity. Ask the educator for the paper that you will need. Read through the problems attentively and try to find the answers. Remember to show the operations that you use!
1. Mr Katlego has had to put petrol into his minibus on three occasions this month, to transport passengers. He first put in 59,81 litres, then 48,65 litres and finally another 56,75 litres. How many litres of petrol have been put into his minibus this month?
2. What is the difference between 900 and 527,436?
3. Didi was very overweight and decided to take action. Before dieting, she weighed 143,21 kg. After a few months she weighed 86,79 kg. How many kg has Didi lost?
4. Mr Naidoo has decided to take his class to the game park. The following interesting information was derived from this visit:
| 10 animals | Length/Height |
| ZebrasGiraffesOstrichesElephantsHippopotamuses | 15,3m56,08m23,158m38m14,893m |
If you stacked all these animals on top of one another, how high would they be?
5. Explain to the rest of the class how your group calculated the answers.
6. Compare your methods. How do they differ from one another?
TIME FOR SELF-ASSESSMENT
Assess your work on a scale of 1 - 4 by circling the appropriate number:
1 = not at all
2 = just a little
3 = good
4 = outstanding
| CRITERIA | CODE | |||
| All group members participated in the activity. | 1 | 2 | 3 | 4 |
| Group members listened to one another. | 1 | 2 | 3 | 4 |
| Group members helped and encouraged each other. | 1 | 2 | 3 | 4 |
| Group members adhered to the instructions | 1 | 2 | 3 | 4 |
| Each one had a chance to speak. | 1 | 2 | 3 | 4 |
| The group’s work was neatly done. | ||||
| The answers were calculated correctly. | 1 | 2 | 3 | 4 |
DO YOU REMEMBER THIS?
When we add and subtract decimal fractions, we could write the numbers below one another and add or subtract normally. The commas, however, have to be exactly in lineto ensure that the answer is correct.
E.g. x = 19,046 + 3,49 + 127,6
1 9 , 0 4 6
3 , 4 9
+ 1 2 7 , 6
1 4 0 , 1 3 6
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:
1.8.8 addition and subtraction of positive decimals with at least 2 decimal places.
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Last edited by Siyavula Uploaders on Aug 5, 2009 2:36 am -0500.