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  • GETSenPhaseMaths display tagshide tags

    This collection is included inLens: Siyavula: Mathematics (Gr. 7-9)
    By: Siyavula

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Desimale breuke

Module by: Siyavula Uploaders. E-mail the author

WISKUNDE

Desimale Breuke

OPVOEDERS AFDELING

Memorandum

2.

Temperatuur

Volume

Meting

Afstand

Skale

Geld

Swemmers

Atlete

Motor se Afstandsmeter

Wetenskaplikes

Ingenieurs

3.1 a) 61006100 size 12{ { { size 8{6} } over { size 8{"100"} } } } {}

b) 2100021000 size 12{ { { size 8{2} } over { size 8{"1000"} } } } {}

c) 200

d) 210210 size 12{ { { size 8{2} } over { size 8{"10"} } } } {}

e) 80

f) 9100091000 size 12{ { { size 8{9} } over { size 8{"1000"} } } } {}

g) 2 000

h) 81008100 size 12{ { { size 8{8} } over { size 8{"100"} } } } {}

i) 510510 size 12{ { { size 8{5} } over { size 8{"10"} } } } {}

j) 8100081000 size 12{ { { size 8{8} } over { size 8{"1000"} } } } {}

  • a) 910910 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

b) 310310 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}81008100 size 12{ { { size 8{8} } over { size 8{"100"} } } } {}

c) 810810 size 12{ { { size 8{8} } over { size 8{"10"} } } } {}21002100 size 12{ { { size 8{2} } over { size 8{"100"} } } } {}4100041000 size 12{ { { size 8{4} } over { size 8{"1000"} } } } {}

d) 310310 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}8100081000 size 12{ { { size 8{8} } over { size 8{"1000"} } } } {}

5. a) 0,12; 0,18; 0,24; 0,3; 0,36;

0,42; 0,48; 0,54; 0,6; 0,66

b) 0,018; 0,027; 0,036; 0,045;

0,054; 0,063; 0,072; 0,081; 0,09

c) 7,4; 11,1; 14,8; 18,5;

22,2; 25,9; 29,6; 33,3; 37

6. a) 0,8; 1,0; 1,2; 1,4

b) 5,5; 5; 4,5; 4

c) 0,989; 0,986; 0,983;

0,98; 0,977

d) 0,016; 0,02; 0,024;

0,028; 0,032

7. +20 +100 +0,003

+0,3

+0,07 +0,13 +0,05

+0,3

+0,007 +0,12 +0,009

8. a) 1,0

b) 3,2

c) 0,75

d) 4,2

e) 1,4

f) 2,9

g) 3,15

h) 3,42

i) 0,05

j) 4,5

k) 3,98

l) 1,02

m) 2,5

n) 15,6

o) 11,4

Leerders Afdeling

Inhoud

AKTIWITEIT: Desimale breuke [LU 1.1.1, LU 1.3.2, LU 1.7.4, LU 1.10,]

1. Het jy geweet?

Die desimale stelsel het in ongeveer 500 n.C. by die Hindoes in Indië ontstaan. Johannes Kepler, wiskundige in Nederland, het die desimale komma die eerste keer in die vroeë 1600’s gebruik. Voor dit het wiskundiges sirkels of stafies gebruik om desimale breuke aan te toon. John Napier, ’n Skot, was die eerste om in 1617 die desimale punt te gebruik. Engeland en die VSA gebruik steeds vandag ’n punt in plaas van ’n desimale komma.

2. Onthou jy nog?

Verdeel in groepe van vier. Maak ’n lys van waar ons desimale breuke vandag in ons alledaagse lewe gebruik.

3. Kom ons hersien

1 438,576 = 1 000 + 400 + 30 + 8 + 510510 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} + 71007100 size 12{ { { size 8{7} } over { size 8{"100"} } } } {} + 6100061000 size 12{ { { size 8{6} } over { size 8{1`"000"} } } } {}

3.1 Skryf nou die waarde van die onderstreepte syfer in elk van die volgende neer:

a) 532,168 ..................................................

b) 326,432 ..................................................

c) 291,567 ..................................................

d) 460,231 ..................................................

e) 886,434 ..................................................

f) 1 467,239 ..................................................

g) 2 321,456 ..................................................

h) 3 641,985 ..................................................

i) 2 634,527 ..................................................

j) 8 139,438 ..................................................

3.2 Voltooi die volgende:

Bv. 5,3 = 5 + 310310 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}

a) 6,9 = 6 + ....................

b) 26,38 = 26 + .................... + ....................

c) 9,824 = 9 + .................... + .................... + ....................

d) 16,308 = 16 + .................... + ....................

4. Werk saam met ’n maat. Maak beurte en tel harop:

a) 3,8 ; 3,9 ; 4 ; 4,1 ; . . . to 8

b) 14 ; 13,5 ; 13 ; 12,5 ; . . . to 6

c) 2,4 ; 2,6 ; 2,8 ; . . . to 7

d) 18,8 ; 18,6 ; 18,4 ; to 10

5. Kan jy nog onthou?

As ons bv. aanhoudend 0,01 (een honderdste) wil bytel met ’n sakrekenaar, programmeer ons dit so: 0,01 + + = = =

a) Programmeer jou sakrekenaar om elke keer 0,06 by te tel en voltooi:

0,06 ; ................. ; ................. ; ................. ; ................. ; ................. ;

................. ; ................. ; ................. ; ................. ; .................

b) Tel elke keer 0,009 by: (programmeer jou sakrekenaar!)

0,009 ; ................. ; ................. ; ................. ; ................. ;

................. ; ................. ; ................. ; ................. ; .................

c) Tel elke keer 3,7 by met behulp van jou sakrekenaar:

3,7 ; ................. ; ................. ; ................. ; ................. ;

................. ; ................. ; ................. ; ................. ; .................

6. Voltooi die volgende SONDER ’n sakrekenaar:

a) 0,2 ; 0,4 ; 0,6 ; ................. ; ................. ; ................. ; .................

b) 7 ; 6,5 ; 6 ; ................. ; ................. ; ................. ; .................

c) 0,998 ; 0,995 ; 0,992 ; ............. ; ............. ; ............ ;........... ; ...........

d) 0,004 ; 0,008 ; 0,012 ; ............. ; ............. ; ............ ;........... ; ...........

7. KOPKRAPPER!

Voltooi die volgende vloeidiagram. (Jy mag jou sakrekenaar gebruik as jy wil!)

Figure 1
Figure 1 (graphics1.png)

8. Kom ons kyk hoe goed vaar jy in die eerste hoofrekentoets! Skryf net die antwoorde neer:

a) 0,7 + 0,3 = .................

b) 2,4 + 0,8 = .................

c) 0,35 + 0,4 = .................

d) 5 – 0,8 = .................

e) 0,8 + 0,6 = .................

f) 3,4 – 0,5 = .................

g) 3,45 – 0,3 = .................

h) 3,45 – 0,03 = .................

i) 2,45 – 2,4 = .................

j) 2,45 + 2,05 = .................

k) 4 – 0,02 = .................

l) 0,38 + 0,64 = .................

m) 1,25 + 1,25 = .................

n) 6,9 + 8,7 = .................

o) 15 – 3,6 = .................

(15)

9. Tyd vir selfassessering

Figure 2
Figure 2 (graphics2.png)

Assessering

Leeruitkomste 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.

Assesseringstandaard 1.1: Dit is duidelik wanneer die leerder aan- en terugtel op die volgende maniere:

1.1.1 in desimale intervalle;

Assesseringstandaard 1.3: Dit is duidelik wanneer die leerder die volgende getalle herken, klassifiseer en voorstel sodat dit beskryf en vergelyk kan word:

1.3.2 desimale (tot minstens drie desimale plekke), breuke en persentasies;

Assesseringstandaard 1.7: Dit is duidelik wanneer die leerder skat en bereken deur geskikte bewerkings vir probleme wat die volgende behels, te kies en te gebruik:

1.7.4 optelling, aftrekking;

Assesseringstandaard 1.10: Dit is duidelik wanneer die leerder ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid daarvan te beoordeel.

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