| << Chapter < Page | Chapter >> Page > |
| 1.3 2 648 ÷ 42 | 1.4 9 850 ÷ 50 |
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2. Now use any method of your choice and calculate:
| 2.1 15 350 ÷ 45 | 2.2 32 648 ÷ 28 |
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| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe 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 standards(ASs) |
| We know this when the learner: |
| 1.2 describes and illustrates various ways of writing numbers in different cultures (including local) throughout history; |
| 1.3 recognises and represents numbers in order to describe and compare them: |
| 1.3.6 multiples of single-digit numbers to at least 100; |
| 1.3.7 factors of at least any 2-digit whole number; |
| 1.6 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; |
| 1.6.1 financial (including buying and selling, profit and loss, and simple budgets); |
| 1.8 estimates and calculates by selecting and using operations appropriate to solving problems: |
| 1.8.1 rounding off to the nearest 5, 10, 100 or 1 000; |
| 1.8.4 multiplication of at least whole 3-digit by 2-digit numbers; |
| 1.8.5 division of at least whole 3-digit by 2-digit numbers; |
| 1.9 performs mental calculations: |
| 1.9.2 multiplication of whole numbers to at least 10 × 10; |
| 1.10 uses a range of techniques to perform written and mental calculations with whole numbers: |
| 1.10.1 adding and subtracting in columns; |
| 1.10.4 doubling and halving; |
| 1.10.5 using a calculator; |
| 1.11 uses a range of strategies to check solutions and judge the reasonableness of solutions; |
| 1.12 recognises, describes and uses:1.12.1 the reciprocal relationship between multiplication and division (e.g. if 5 × 3 = 15 then 15 3 = 5 and 15 5 = 3);1.12.3 The commutative, associative and distributive properties with whole numbers (the expectation is that learners should be able to use the properties and not necessarily know the names). |
| LU 2 |
| Patterns, functions and algebraThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills. |
| We know this when the learner: |
| 2.2 describes observed relationships or rules in own words; |
2.6 determines, through discussion and comparison, the equivalence of different descriptions of the same relationship or rule presented:
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ACTIVITY 1
3.1
| 34 | |||||||
| 2 | 4 | 4 | 6 | 2 | 7 |
3.2
| 61 | |||||||
| Res | 1 | 1 | 5 | 5 | 6 | 1 |
4. 4.1 20 4.11 72
4.2 48 4.12 54
4.3 6 4.13 306
4.4 9 4.14 243
4.5 56 4.15 518
4.6 72 4.16 36
4.7 7 4.17 48
4.8 70 4.18 12
4.8 7 4.19 9
4.10 70 4.20 40
ACTIVITY 2
1.1 26 26
1.2 30 30
ACTIVITY 3
1.1 5
1.2 86
1.3 359
1.4 4 625
1.5 32 174
2. When any number is divided by 1, the answer always remains the number
BRAIN TEASERS
Fractions
3. 3.1 O E 3.2 O E
3.3 O E 3.4 O E
3.5 O E
4. Shows “Error” (Answer is incorrect)
BRAIN TEASERS
45
216
ACTIVITY 4
1.1 a) 10
14
ACTIVITY 5
1.
| 2 | 5 | 9 | 12 | 147 | 256 | 1 438 | 2 652 |
O falls away. Each number moves one place to the right.
2.
| 3 | 8 | 12 | 26 | 147 | 325 |
2 Noughts fall away. Each number moves two places to the right.
3.
| 5 | 7 | 13 | 45 | 126 | 382 |
3 Noughts falls away. Each number moves three places to the right.
2. 2.1 = (1 380 110) 6
= 138 6
= 23
2.2 = (32 840 10) 4
= 3 284 4
= 821
2.3 = (15 500 100) 5
= 155 5
= 31
2.4 = (312 300 100) 3
= 3 123
= 1 041
3. 3.1 = 105 3 7 3.2 = 216 4 6
= 35 7 = 54 6
= 5 = 9
3.3 = 432 8 3 3.4 = 126 2 7
= 54 3 = 63 7
= 18 = 9
5. 5.1 = (3 000 + 45 ) 15
= ( 3 000 15) + ( 45 15
= 200 + 3
= 203
5.2 = (2 000 + 500 + 75 ) 25
= (2 000 25) + ( 500 25 ) + ( 75 25 )
= 80 + 20 + 3
= 103
ACTIVITY 8
1.
| a) 2 | ||
| b) 6 | ||
| c) | 20 | |
| d) | 175 | |
| e) | 400 |
ACTIVITY 12
186 250
1.1 1.2
-25 -42
215 105
-200 -105
150 0
-150 -0
… .
1.3 63 1.4
197
-252
128
-126
2
63 rem 2
2.1 341 rem 5 2.2 1 166
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