4.6 Number concept  (Page 2/2)

• Use the information on the previous page and fill in the distance below.
• Then do the three different calculations with every distance.

• Complete:

• Which numbers are represented by these diagrams?

• Write the number names:

1 690: _______________________________________________________________

1 804: _______________________________________________________________

1 999: _______________________________________________________________

• Write 12 four-digit numbers which you can make using 1, 2, 3 and 4 and draw a circle around the greatest and smallest number:

_____________________________________________________________________

_____________________________________________________________________

• Write the even numbers in the oval and the uneven numbers in the rectangle.

• Choose two even numbers and two uneven numbers and halve them:

_____________________________________________________________________

_____________________________________________________________________

• Count on:

1 693 1 695 ______ ______ ______ ______ ______ ______

1 780 1 784 ______ ______ ______ ______ ______ ______

1 865 1 875 ______ ______ ______ ______ ______ ______

• Bonny and Tommy have picked up these shells. Use the method that you prefer and do the calculations.

Here are the clothes Bonny and Tommy are taking with them to the sea.

Bonny

• How many different ways can she match the tops to the skirts? Show how you calculated this.

Tommy

• How many different ways can he match the pants to the T-shirts? Show how you calculated this.
• Draw up a list of everything else you think they will need to pack. Tell us why you think so.

_____________________________________________________________________

_____________________________________________________________________

• Here are the snacks for the journey that Mom is planning for the four of them.

• How much can each one have?

• Write the equal values for:

• Bonny and Tommy have saved their pocket money the whole year for their holiday. Let’s count how much each has saved.

Bonny

Tommy

• Who saved the most? _______________________________________

• Calculate the difference between the amounts they saved.
• Calculate the total amount they saved together.

Think!

• Bonny and Tommy get up at half past six . Their

Their school begins at eight o’clock . How long do they have to get ready for school?

They have ______________________________

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 1.1: We know this when the learner counts forwards and backwards in:

1.1.1 the intervals specified in grade 2 with increased number ranges;

Assessment Standard 1.3: We know this when the learner knows, reads and writes number symbols and names from 1 to at least 1 000;

Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;

Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 3-digit numbers;

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;

Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and nonunitary fractions (e.g. ¼, ¾);

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 number-lines;

1.10.4 rounding off in tens.

Learning Outcome 4: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner solves problems involving calculations with and conversions.