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1.34 Om getalle te herken, te klassifiseer en voor te stel om hulle  (Page 2/2)

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1.1 19 + 21 + 17 = ............ 1.11 ............ ÷ 5 = 8
1.2 125 + 175 = ............ 1.12 45 ÷ ............ = 5
1.3 1 004 – 9 = ............ 1.13 ............ ÷ 9 = 8
1.4 Halveer 196 : ............ Skryf as ’n desimale breuk:
1.5 Verdubbel 225 : ............ 1.14 13 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} : ............
1.6 7 × 4 = ............ 1.15 124 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {} : ............
1.7 3 × 8 = ............ 1.16 1 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} : ............
1.8 ............ × 5 = 45 1.17 2 14 20 size 12{ { { size 8{"14"} } over { size 8{"20"} } } } {} : ............
1.9 ............ × 6 = 42 Skryf as ’n desimale breuk:
1.10 24 ÷ 4 = ............ 1.18 4,9 : ............
1.19 12,8 : ............
1.20 109,2 : ............

Honderdstes

Kyk goed na die volgende:

100 c = R1,00

1c = 1 100 size 12{ { {1} over {"100"} } } {} van ’n rand

1c = R 1 100 size 12{ { {1} over {"100"} } } {} R0,01

Aktiwiteit 5:

Om getalle te herken, te klassifiseer en voor te stel ten einde hulle te beskryf en te vergelyk [lu 1.3.3]

Om ekwivalente vorms van getalle te herken en te gebruik [lu 1.5.2]

1. Jy het seker al ontdek dat wanneer ons met rand en sent werk, ons eintlik met honderdstes werk. Kyk goed na die voorbeeld hierbo en skryf dan die volgende in rand:

1.1 4 c .........................

1.2 38 c .........................

1.3 2 c .........................

1.4 303 c .........................

1.5 460 c .........................

Het jy geweet?

1 100 size 12{ { { size 8{1} } over { size 8{"100"} } } } {} word so as ’n desimale breuk geskryf: 0,01. Ons lees dit as nul komma nul een. As ons minder as 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} het, moet ons ’n 0 (nul) as plekhouer skryf na die desimale komma in die plek van die tiendes.

Kom ons kyk weer na ons getallestelsel:

1 100 size 12{ { {1} over {"100"} } } {}

2. Watter breuk van die volgende is NIE ingekleur nie? Skryf dit ook as ’n desimale breuk.

2.1

2.2

2.3

2.4

2.5

2.6

Assessering

Leeruitkomstes(LUs)
LU 1
Getalle, Verwerkings en VerwantskappeDie 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.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
1.3 die volgende getalle herken en voorstel, sodat dit beskryf en vergelyk kan word:
1.3.3 desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in konteks van meting;
1.5 ekwivalente vorms van die bogenoemde getalle herken en gebruik, insluitend:
  • desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in die konteks van meting;
1.6 probleme in kontekste oplos, insluitend kontekste wat gebruik kan word om ‘n bewustheid van ander leerareas, asook van menseregte-, sosiale, ekonomiese en omgewingskwessies, te bevorder, soos:
  • meting in konteks van Natuurwetenskappe en Tegnologie;
1.8 deur geskikte bewerkings skat en bereken vir die oplossing van probleme in verband met die volgende te kies en gebruik:
  • (addisioneel) optel van positiewe desimale tot twee desimale syfers;
1.9 hoofberekenings uitvoer wat die volgende behels:1.9.1 optelling en aftrekking;1.9.2 vermenigvuldiging van heelgetalle tot minstens 10 x 10;
1.10 ‘n verskeidenheid tegnieke gebruik om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend:1.10.2 opbou en afbreek van getalle;1.10.5 gebruik van ‘n sakrekenaar;
1.11 ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid van oplossings te beoordeel.

Memorandum

AKTIWITEIT 1

1. 1.1 3 10 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}

  • 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

2. 2.1 0,03

  • 0,6

2.3 0,4

3. 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} ; 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} ; 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {} ; 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} ; 1 1 10 size 12{1 { { size 8{1} } over { size 8{"10"} } } } {} ; 1 3 10 size 12{1 { { size 8{3} } over { size 8{"10"} } } } {} ; 1 4 10 size 12{1 { { size 8{4} } over { size 8{"10"} } } } {} ; 1 5 10 size 12{1 { { size 8{5} } over { size 8{"10"} } } } {}

0,3; 0,7; 0,9; 1,2; 1,3

4. 4.1 0,8; 1; 1,2; 1,4; 1,6

4.2 4,1; 3,9; 3,7; 3,5; 3,3

4.3 2,5; 3,5; 4,5; 5,5; 6,5

4.4 2,8; 2,4; 2; 1,6; 1,2

4.5 9; 8,9; 8,8; 8,7; 8,6

AKTIWITEIT 2

1.1 4,3; 4,9; 5,5; 6,1; 6,7; 7,3; 7,9; 8,5; 9,1; 9,7

1.2 8,9; 8,5; 8,1; 7,7; 7,3; 6,9; 6,5; 6,1; 5,7; 5,3

AKTIWITEIT 3

1. 1.1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

  • 17 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 8 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {}
  • 152 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {}
  • 1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

2. 2.1 0,8

  • 0,1
  • 0,6
  • 0,35
  • 0,6
  • 0,8

3. Verander noemer na 10 of 100 (ekwivalente breuke)

4. Teller + noemer =

AKTIWITEIT 4

12. 1.1 57 1.11 40

  • 300 1.12 9
  • 995 1.13 72
  • 98 1.14 13,4
  • 510 1.15 124,7
  • 28 1.16 1,8
  • 24 1.17 2,7
  • 9 1.18 4 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}
  • 7 1.19 12 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {}
  • 6 1.20 09 2 10 size 12{ { { size 8{2} } over { size 8{"10"} } } } {}

AKTIWITEIT 5

1. 1.1 R0,04

  • R0,38
  • R0,02
  • R3,03
  • R4,60

2. 2.1 86 100 size 12{ { { size 8{"86"} } over { size 8{"100"} } } } {} = 0,86

2.2 72 100 size 12{ { { size 8{"72"} } over { size 8{"100"} } } } {} = 0,72

2.3 44 100 size 12{ { { size 8{"44"} } over { size 8{"100"} } } } {} = 0,44

2.4 3 100 size 12{ { { size 8{3} } over { size 8{"100"} } } } {} = 0,03

2.5 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} = 0,10

2.6 70 100 size 12{ { { size 8{"70"} } over { size 8{"100"} } } } {} = 0,70

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Source:  OpenStax, Wiskunde graad 5. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10993/1.1
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