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Wiskunde

Gewone breuke

Opvoeders afdeling

Memorandum

8. a) a) 2 6 size 12{ { { size 8{2} } over { size 8{6} } } } {}

b) 1 3 size 12{ { { size 8{1} } over { size 8{3} } } } {}

c) 3 9 size 12{ { { size 8{3} } over { size 8{9} } } } {}

d) 4 12 size 12{ { { size 8{4} } over { size 8{"12"} } } } {}

b) Almal eet ewe veel / Breuke is ewe groot

9. 2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} = 6 9 size 12{ { { size 8{6} } over { size 8{9} } } } {}

4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} = 80 100 size 12{ { { size 8{"80"} } over { size 8{"100"} } } } {}

18 20 size 12{ { { size 8{"18"} } over { size 8{"20"} } } } {} = 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

75 100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} = 3 4 size 12{ { { size 8{3} } over { size 8{4} } } } {}

2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} = 16 24 size 12{ { { size 8{"16"} } over { size 8{"24"} } } } {}

25 30 size 12{ { { size 8{"25"} } over { size 8{"30"} } } } {} = 5 6 size 12{ { { size 8{5} } over { size 8{6} } } } {}

Leerders afdeling

Inhoud

Aktiwiteit: breuke [lu 1.4.1, lu 1.11, lu 2.1.5]

8. Vier leerders is beloon met ’n sjokolade vir hul goeie werk. Hulle eet nie dadelik alles op nie, maar net die volgende deel wat ingekleur is.

i)

ii)

iii)

iv)

  1. Watter breuk eet elkeen op?

i) Carli: ___________________

ii) Peter-John: ______________

iii) Kayla: __________________

iv) Vusi: ___________________

b) Wat merk jy op?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8.2 Onthou jy nog?

In ons voorbeeld is 2 6 = 1 3 = 3 9 = 4 12 size 12{ { { size 8{2} } over { size 8{6} } } ``=`` { { size 8{1} } over { size 8{3} } } ``=`` { { size 8{3} } over { size 8{9} } } ``=`` { { size 8{4} } over { size 8{"12"} } } } {}

Ons noem hierdie breuke ekwivalente breuke . Ekwivalente breuke is dus ewe groot of gelyk aan mekaar

8.3 LET WEL:

Om ’n ekwivalente breuk te bereken, moet jy die teller EN die noemer met DIESELFDE getal vermenigvuldig of deel.

bv.
2 × 4
5 × 4
=
8
20
;
18 6
24 6
=
3
4

9. Verbind die breuk in kolom A met sy ekwivalent in kolom B:

A B
2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} 3 4 size 12{ { { size 8{3} } over { size 8{4} } } } {}
4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} 6 9 size 12{ { { size 8{6} } over { size 8{9} } } } {}
18 20 size 12{ { { size 8{"18"} } over { size 8{"20"} } } } {} 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}
75 100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} 5 6 size 12{ { { size 8{5} } over { size 8{6} } } } {}
2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} 16 24 size 12{ { { size 8{"16"} } over { size 8{"24"} } } } {}
25 30 size 12{ { { size 8{"25"} } over { size 8{"30"} } } } {} 80 100 size 12{ { { size 8{"80"} } over { size 8{"100"} } } } {}

Assessering

Leeruitkomste 1: Die 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.

Assesseringstandaard 1.4: Dit is duidelik wanneer die leerder ekwivalente vorms van die bogenoemde rasionale getalle herken en gebruik, insluitend:

1.4.1: gewone breuke;

Assesseringstandaard 1.11: Dit is duidelik wanneer die leerder herken, beskryf en gebruik:

Leeruitkomste 2: Die leerder is in staat om patrone en verwantskappe te herken, te beskryf en voor te stel en probleme op te los deur algebraïese taal en vaardighede te gebruik.

Assesseringstandaard 2.1: Dit is duidelik wanneer die leerder numeriese en meetkundige patrone ondersoek en uitbrei op soek na ‘n verwantskap of reëls, insluitend patrone;

2.1.5: voorgestel in tabelle.

Questions & Answers

the diagram of the digestive system
Assiatu Reply
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William Reply
They formed in two ways first when one sperm and one egg are splited by mitosis or two sperm and two eggs join together
Oluwatobi
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Josephine Reply
Genetics is the study of heredity
Misack
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Misack
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Yousuf Reply
the study of living organisms and their interactions with one another and their environments
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the study of living organisms and their interactions with one another and their environment.
Wine
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Joseph Reply
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list any five characteristics of the blood cells
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advantage of electronic microscope is easily and clearly while disadvantage is dangerous because its electronic. advantage of light microscope is savely and naturally by sun while disadvantage is not easily,means its not sharp and not clear
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cell theory state that every organisms composed of one or more cell,cell is the basic unit of life
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is like gone fail us
DENG
cells is the basic structure and functions of all living things
Ramadan
What is classification
ISCONT Reply
is organisms that are similar into groups called tara
Yamosa
in what situation (s) would be the use of a scanning electron microscope be ideal and why?
Kenna Reply
A scanning electron microscope (SEM) is ideal for situations requiring high-resolution imaging of surfaces. It is commonly used in materials science, biology, and geology to examine the topography and composition of samples at a nanoscale level. SEM is particularly useful for studying fine details,
Hilary
cell is the building block of life.
Condoleezza Reply
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Aron Reply
Diversity of living thing
ISCONT
what is cell division
Aron Reply
Cell division is the process by which a single cell divides into two or more daughter cells. It is a fundamental process in all living organisms and is essential for growth, development, and reproduction. Cell division can occur through either mitosis or meiosis.
AI-Robot
What is life?
Allison Reply
life is defined as any system capable of performing functions such as eating, metabolizing,excreting,breathing,moving,Growing,reproducing,and responding to external stimuli.
Mohamed
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Source:  OpenStax, Wiskunde graad 7. OpenStax CNX. Oct 21, 2009 Download for free at http://cnx.org/content/col11076/1.2
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