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Mathematics

Grade 5

Ordinary and decimal fractions

Module 48

Recognise, classify, represent and compare numbers

Activity 1:

To recognise, classify, represent and compare numbers [lo 1.3.3]

To recognise and use equivalent forms of numbers [lo 1.5.2]

1. You have just completed a learning unit on ordinary fractions. Let us do some revision.

What fraction in each of the following figures is coloured in?

1.1

1.2

1.3

2. Write the answers above as decimal fractions.

Tenths

Refresh your memory!

We read 0,3 as nought comma three and we call it a decimal fraction .

The comma is called the decimal sign and it separates the whole numbers from the fractions.

Do you still remember?

1 10 size 12{ { {1} over {"10"} } } {}

3. Look at the number line and fill in the missing numbers.

4. Work together with a friend. Count aloud and complete the following:

4.1 0,2 ; 0,4 ; 0,6 ; .............. ; .............. ; .............. ; .............. ; .............. ;

4.2 4,7 ; 4,5 ; 4,3 ; .............. ; .............. ; .............. ; .............. ; .............. ;

4.3 0,5 ; 1,5 ; .............. ; .............. ; .............. ; .............. ; .............. ;

4.4 3,6 ; 3,2 ; .............. ; .............. ; .............. ; .............. ; .............. ;

4.5 9,2 ; 9,1 ; .............. ; .............. ; .............. ; .............. ; .............. ;

Do you still remember?

If I want to add 0,3 to the previous number repeatedly I can programme my calculator in this way: Number + 0,3 + = = =

Activity 2 :

To use a series of techniques to do mental arithmetic [lo 1.10.5]

By now you know that we can use the pocket calculator very effectively to find or check answers. Now that you have seen how to programme your pocket calculator or to add on, try to complete the following activity without making any mistakes. Programme your pocket calculator and write the first 10 answers to the following:

1.1 Start at 3,7 and add 0,6 each time:

1.2 Start at 9,3 and subtract 0,4 each time:

Activity 3:

  • To recognise, classify and represent numbers in order to describe and compare them [LO 1.3.3]
  • To recognise and use equivalent forms of numbers [LO 1.5.2]
  • To use a series of techniques to do mental arithmetic [LO 1.10.5]

In this activity we would like to see whether you can determine which ordinary fractions (mixed numbers) fit in with which decimal fractions. It is important for you to be able to see that 0,2kg is actually exactly the same as 2 10 size 12{ { {2} over {"10"} } } {} kg !

1. Link the ordinary fractions to their decimal fraction partners. Connect column A to the correct answer in column B.

A B
E.g. 0,2 kg 1 5 10 size 12{ { {5} over {"10"} } } {} / 1 1 2 size 12{ { {1} over {2} } } {} km
1.1 0,5 m 152 7 10 size 12{ { {7} over {"10"} } } {} km
1.2 17,6 litre 2 10 size 12{ { {2} over {"10"} } } {} kg
1.3 8,4 seconds 8 4 10 size 12{ { {4} over {"10"} } } {} sec
1.4 152,7 km 17 6 10 size 12{ { {6} over {"10"} } } {}
1.5 1,5 km 5 10 size 12{ { {5} over {"10"} } } {} / 1 2 size 12{ { {1} over {2} } } {} m

Challenge!

2. Work with a friend. Write the following fractions as decimal fractions:

2.1 4 5 size 12{ { {4} over {5} } } {} 2.2 2 20 size 12{ { {2} over {"20"} } } {}

2.3 3 5 size 12{ { {3} over {5} } } {} 2.4 7 20 size 12{ { {7} over {"20"} } } {}

2.5 18 30 size 12{ { {"18"} over {"30"} } } {} 2.6 48 60 size 12{ { {"48"} over {"60"} } } {}

3. Explain what must be done to get the above answers.

4. How can you check your answers with a calculator?

5. Now use a calculator to check your answers in no. 2.

Activity 4:

To be capable of doing mental arithmetic [lo 1.9]

1. You now have the opportunity of improving your mental arithmetic skills and applying your newly acquired knowledge. Complete the following mental arithmetic test as quickly and as accurately as possible:

Questions & Answers

Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
Kate Reply
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Kate Reply
what is the change in momentum of a body?
Eunice Reply
what is a capacitor?
Raymond Reply
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
Maria Reply
please solve
Sharon
8m/s²
Aishat
What is Thermodynamics
Muordit
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
Saheed Reply
50 m/s due south east
Someone
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
Ramon Reply
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
Someone
definitely of physics
Haryormhidey Reply
how many start and codon
Esrael Reply
what is field
Felix Reply
physics, biology and chemistry this is my Field
ALIYU
field is a region of space under the influence of some physical properties
Collete
what is ogarnic chemistry
WISDOM Reply
determine the slope giving that 3y+ 2x-14=0
WISDOM
Another formula for Acceleration
Belty Reply
a=v/t. a=f/m a
IHUMA
innocent
Adah
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
Nassze Reply
how do lnternal energy measures
Esrael
Two bodies attract each other electrically. Do they both have to be charged? Answer the same question if the bodies repel one another.
JALLAH Reply
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you. Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Robert
like charges repel while unlike charges atttact
Raymond
What is specific heat capacity
Destiny Reply
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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Source:  OpenStax, Mathematics grade 5. OpenStax CNX. Sep 23, 2009 Download for free at http://cnx.org/content/col10994/1.3
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