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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 resolve problems in context

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 resolve problems in context [LO 1.6.2]

To collect data and answer questions [LO 5.2]

To record data [LO 5.4]

To draw graphs [LO 5.6]

** This activity is for inclusion in your portfolio. Before you start make sure that you understand what needs to be done and how you will be assessed.

1. Look at the odometer of your parent’s car and write down the current reading.

2. Write down readings from four other motor vehicles to which you have access (family, friends, taxis, school bus, etc.)

3. Indicate this information on a graph of your own choice.

4. Determine the total distance travelled by all five of the vehicles.

5. Calculate the difference between the vehicle that has travelled the longest distance and the one that has travelled the shortest distance.

6. If your father's car has a tank that can take 55 litres of petrol and is completely empty, what will it cost to fill the tank if the petrol for it costs R3,89 per litre?

ASSESSMENT: ODOMETERS:

1 = not at all 2 = just a little 3 = good 4 = outstanding

Table 1
CRITERIA CODE
  1 2 3 4
Completeness Hardly any instruction has been carried out. Half of the instructions have been carried out. One or two instructions have not been carried out. All instructions have been carried out.
Graph It is almost impossible to interpret. The data are not organised and it is difficult to interpret. The graph can be interpreted although it is not 100% correct. The graph is well organised and the presentation of the data is meaningful. It is easy to interpret.
Correctness of calculations All the calculations are incorrect. Many mistakesoccur. A few mistakes occur. All answers are correctly calculated.

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 1.6: We know this when the learner solves problems in context, including contexts that may be used to build awareness of other Learning Areas, as well as human rights, social, economic and environmental issues such as:

1.6.2 measurements in Natural Sciences and Technology contexts;

Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.2: We know this when the learner uses simple data collection sheets (requiring tallies) and simple questionnaires (with yes/no type responses) in order to collect data (alone and/or as a member of a group or team) to answer questions posed by the teacher, class and self;

Assessment Standard 5.4: We know this when the learner organises and records data, using tallies and tables;

Assessment Standard 5.6: We know this when the learner draws a variety of graphs by hand/technology to display and interpret data (grouped and ungrouped).

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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?

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What are tags? tag icon

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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