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By: Siyavula

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# To describe observed rules in your own words

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. 10,2 ; 9 ; 3 ; 4,5 ; 20,41 ; 34,8 ; 3,68
2. 2.1 shifted one position to the left

2.2 shifted one position to the right

3.

3.1 30

90

45

348

102

36,8

204,1

3.2 shifted two positions to the right

3.3 shifted two positions to the left

4.1

 NUMBER 0,3 0,9 0,45 3,48 0,368 2,041 x 1 000 300 900 450 3 480 368 2 041
• shifted three positions to the right

## Content

### To determine output values for given input values [LO 2.3.1]

1. Let's see what happens when we multiply decimal fractions by 10 and multiples of 10. Work with a partner. Find the answers to the following with the help of a pocket calculator:

2.1 What has happened in the case of the tenths digit?

2.2 What has happened in the case of the decimal symbol (comma)?

3.

3.1 Complete the flow chart with the help of a pocket calculator:

• What has happened here in the case of the decimal comma?

• What has happened in the case of the hundredths digit?

4.

• Use your pocket calculator and work with a partner to complete the table.
 NUMBER 0,3 0,9 0,45 3,48 0,368 2,041 x 1 000
• What has happened in the case of the decimal comma?

#### REMEMBER!

When we multiply a decimal fraction by 10, the decimal comma is shifted one position to the right.

When we multiply a decimal fraction by 100, the decimal comma is shifted two positions to the right.

When we multiply a decimal fraction by 1 000, the decimal comma moves three positions to the right.

## Assessment

Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner describes observed relationships or rules in own words;

Assessment Standard 2.3: We know this when the learner determines output values for given input values, or input values for given output values, using:

2.3.1 verbal descriptions;

## Content actions

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PDF | EPUB (?)

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EPUB is an electronic book format that can be read on a variety of mobile devices.

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#### 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.

##### Who can create a lens?

Any individual member, a community, or a respected organization.

##### What are tags?

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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.

##### Who can create a lens?

Any individual member, a community, or a respected organization.

##### 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.

| External bookmarks