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Mathematics

Bonny and tommy visit the zoo

Educator section

Memorandum

  • Number Concept to 1 000 (These are the minimum requirements for Grade 3.)
  • Operations:
  • Addition – two and three digit numbers with and without regrouping of the tens and/or hundreds.
  • Subtraction – two and three digit numbers with and without regrouping of the tens and/or hundreds.
  • Multiplication – two and three digit numbers with a one digit number, with or without regrouping of the tens.
  • Division – two digit numbers with a one digit number with regrouping of the tens but without a remainder, e.g. 75 ÷ 5 =

(In the following module remainders with regrouping of the tens are practised again).

In Module 6 the number concept is extended to 1000 . Addition and subtraction is done with two- and three-digit numbers, with and without regrouping of tens and hundreds. Multiplication is done with two- and three-digit numbers with and without regrouping of tens. Division is done with two-digit numbers and regrouping of tens only, without a remainder in Module 6,

e.g. 75 ÷ 5 = ≤ (In the following module, the remainder will be included in regrouping.)

Learners need to know what the actual paper money looks like: R10-, R20-, R50-, R100- and R200-notes.

They must understand the values and be able to do simple calculations.

Explain what drawing to scale signifies. They will have to be able to grasp this concept very well before they will be able to calculate the lengths of the elephants’ trunks. Provide similar examples to ensure that they are able to do the exercise.

The learners need to develop a concrete image of the numerical value of 1000 .

999 + 1 completes a ten that is taken to the tens to complete 10 tens which make a hundred . The hundred is taken to the hundreds to complete 10 hundreds . These make a group of a thousand which has to be taken to the thousands .

1000: the 1 represents 1 group of a thousand and the 3 noughts are the placeholders for the hundreds, tens and units.

Once the learners have completed the number block, it must be used for many counting exercises in tens and hundreds, counting forwards and backwards.

If learners are still struggling to master doubling and halving, they should be encouraged to use the "cloud" to assist the thinking process.

First work orally with similar examples using letter values, before allowing the learners to do the worksheet.

Multiplication with three-digit numbers, with regrouping of the tens, must first be practised orally and in the concrete.

Let the learners count in 9’s before asking them to write it.

Help them to realise that it is easier to start by adding 10 and subtracting 1 than it is to add 9. The opposite is done when 9 is subtracted: take away 10 and add 1. Let them use counters.

If 10c and 1c pieces are used to explain the idea of regrouping tens during division, the learners will be helped to grasp that the tens have to be broken up a nd regrouped with the ones before it can be shared out. (Play money could be used.)

The learners may need much practice before they will have enough skill to complete the worksheet.

It might help them to draw the diagrams.

The decision to make use of carried numbers is left to the educator.

First supply paper shapes for dividing into tens, so that the learners may discover for themselves that tenths , like thirds and fifths, have to be calculated and measured. It is not simply a matter of folding and folding again as in the case of a ½ and a ¼ .

Guide them to discover that they, by first obtaining fifths , can divide each fifth down the middle to obtain tenths .

Discuss symmetrical shapes with the learners. Let them identify symmetrical objects in the classroom. They should complete the drawing after this exercise.

Leaner section

Content

Activity: money notes [lo 1.6]

  • Bonny and Tommy each paid an entry fee of R10. Dad and Mom each paid R20. How much did they pay altogether?

They paid R_______ .

  • Dad paid with a R200-note. How much change did he get?

He got R________ change.

  • Do you know what all the money notes look like? Which animals are on each of these notes?

R10 _________________________________________________________________

R20 _________________________________________________________________

R50 _________________________________________________________________

R100 ________________________________________________________________

R200 ________________________________________________________________

  • For which notes could I exchange the following?

Complete:

4 R20-notes are R______

3 R50-notes are R______

9 R10-notes are R______

10 R100-note are R______

______ R10-notes are R90

______ R100-notes are R500

______ R200-notes are R600

______ R50-notes are R400

  • Count the money in the till at the zoo:

The entrance fee at the zoo has been increased to R25 for an adult and R15 for a child. Give the total cost for:

6 adults and 4 children: R_______ + R_______ = R_______

4 adults and 1 0 children: R_______ + R_______ = R_______

1 0 adults and 8 children: R_______ + R_______ = R_______

  • Use any method to see if you can help me with this problem. Twelve people visited the zoo. They paid R260 in all. How many of them were adults and how many were children?

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 money problems involving totals and change in rands and cents, including converting between rands and cents.

Questions & Answers

how do you translate this in Algebraic Expressions
linda Reply
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Shanjida
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
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Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Mathematics grade 3. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11128/1.1
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