# 3.3 More revision

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## Memorandum

13.4

 a) 2 $\frac{\text{60}}{\text{100}}$ 2,60 b) 13 $\frac{\text{625}}{\text{1000}}$ 13,625 c) 17 $\frac{\text{75}}{\text{100}}$ 17,75 d) 23 $\frac{\text{875}}{\text{1000}}$ 23,875 e) 36 $\frac{8}{\text{10}}$ 36,8

13.5 a) 0,83

1. 0,2857142
2. 0,8125
3. 0,4

13.6

 $\frac{9}{2}$ $\frac{\text{11}}{2}$ $\frac{\text{325}}{\text{100}}$ $\frac{\text{43}}{5}$ $\frac{\text{201}}{8}$ $\frac{\text{4056}}{\text{1000}}$ $\frac{\text{199}}{5}$ 4 $\frac{1}{2}$ 5 $\frac{1}{2}$ 3 $\frac{\text{25}}{\text{100}}$ 8 $\frac{3}{5}$ 25 $\frac{1}{8}$ 4 $\frac{\text{56}}{\text{1000}}$ 39 $\frac{4}{5}$ 4,5 5,5 3,25 8,6 25,125 4,056 39,8

14. a) 0,3

1. 0,6
2. 0,23

## Activity: more revision [lo 1.4.2, lo 1.10, lo 2.3.1, lo 2.3.3]

We can convert proper fractions to decimal fractions in this way:

13.2 Did you know?

We can also calculate it in this way:

13.3 Which of the methods shown above do you choose?

Why?

13.4 Complete the following tables:

13.5 Use the division method as shown in 13.2 and write the following fractions as decimal fractions:

a) $\frac{5}{6}$ ........................................................................... ...........................................................................

...........................................................................

b) $\frac{2}{7}$ ........................................................................... ...........................................................................

...........................................................................

c) $\frac{\text{13}}{\text{16}}$ ........................................................................... ...........................................................................

...........................................................................

d) $\frac{4}{9}$ ........................................................................... ...........................................................................

...........................................................................

13.6 Can you complete the following table??

 Improper fraction $\frac{9}{2}$ $\frac{\text{45}}{5}$ Mixed Number $5\frac{1}{2}$ $\text{25}\frac{1}{8}$ $\text{39}\frac{4}{5}$ Decimal fraction 3,25 4,056

14. BRAIN-TEASERS!

Write the following fractions as decimal fractions. Try to do these sums first without a calculator!

a) $\frac{1}{3}$ ........................................................................... ...........................................................................

...........................................................................

b) $\frac{2}{3}$ ........................................................................... ...........................................................................

...........................................................................

c) $\frac{\text{23}}{\text{99}}$ ........................................................................... ...........................................................................

...........................................................................

15. Do you still remember?

We call 0,666666666 . . . a recurring decimal . We write it as $0,\stackrel{}{6}$ .

0,454545 . . . is also a recurring decimal and we write it as $0,\stackrel{}{4}\stackrel{}{5}$ .

We normally round off these recurring decimals to the first or second decimal place, e.g.: $0,\stackrel{}{6}$ becomes 0,7 or 0,67 and $0,\stackrel{}{4}\stackrel{}{5}$ becomes 0,5 or 0,45

16. Time for self-assessment

 Tick the applicable block: YES NO I can: Compare decimal fractions with each other and put them in the correct sequence. Fill in the correct relationship signs. Round off decimal fractions correctly to: the nearest whole number one decimal place two decimal places three decimal places Convert fractions and improper fractions correctly to decimal fractions. Explain what a recurring decimal is.

## 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 1.4: We know this when the learner recognises and uses equivalent forms of the rational numbers listed above, including:

1.4.2 decimals;

Assessment Standard 1.10: We know this when the learner uses a range of strategies to check solutions and judges the reasonableness of solutions.

Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.3: We know this when the learner represents and uses relationships between variables in a variety of ways using:

2.3.1 verbal descriptions;

2.3.3 tables.

can someone help me with some logarithmic and exponential equations.
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
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Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
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