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1. a) $\frac{7}{\text{10}}$
b) $\frac{3}{\text{10}}$
c) $\frac{4}{\text{10}}$ or $\frac{2}{5}$
d) $\frac{6}{\text{10}}$ or $\frac{3}{5}$
3.1 a) a) 1 $\frac{4}{7}$
b) 2 $\frac{2}{7}$
b) a) - $\frac{3}{4}$
b) - $\frac{1}{4}$
c) 2 $\frac{3}{4}$
c) a) 98 $\frac{3}{5}$
b) 99 $\frac{1}{5}$
c) 100 $\frac{4}{5}$
1. Let us start straight away! Look carefully at the picture.
Work with a friend to find out:
a) What fraction of the class is girls? .__________________________________
b) What fraction of the class is boys? __________________________________
c) What fraction of the learners is sitting? _______________________________
d) What fraction of the learners is standing? _____________________________
2. Conduct a survey of the learners in YOUR class and complete the table:
FRACTION OF THE CLASS | GIRLS | BOYS |
Fraction that has blue eyes | _________ | _________ |
Fraction with blonde hair | _________ | _________ |
Fraction that loves Maths | _________ | _________ |
Fraction that takes part in sport | _________ | _________ |
Fraction that studies music | _________ | _________ |
3.1 Write down the fraction indicated by the arrows.
a)
(a) ___________________
(b) ___________________
b)
(a) ___________________
(b) ___________________
(c) ___________________
c)
(a) ___________________
(b) ___________________
(c) ___________________
(d) ___________________
3.2 Did you know?
When there are negative and positive numbers on a number line together with fractions, these numbers are called rational numbers. All these number lines above are thus number lines containing rational numbers.
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 1.10: 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 2.7: We know this when the learner determines, analyses and interprets the equivalence of different descriptions of the same relationship or rule presented:
2.7.4: by equations or expressions.
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