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1.34 Om getalle te herken, te klassifiseer en voor te stel om hulle  (Page 2/2)

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1.1 19 + 21 + 17 = ............ 1.11 ............ ÷ 5 = 8
1.2 125 + 175 = ............ 1.12 45 ÷ ............ = 5
1.3 1 004 – 9 = ............ 1.13 ............ ÷ 9 = 8
1.4 Halveer 196 : ............ Skryf as ’n desimale breuk:
1.5 Verdubbel 225 : ............ 1.14 13 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} : ............
1.6 7 × 4 = ............ 1.15 124 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {} : ............
1.7 3 × 8 = ............ 1.16 1 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} : ............
1.8 ............ × 5 = 45 1.17 2 14 20 size 12{ { { size 8{"14"} } over { size 8{"20"} } } } {} : ............
1.9 ............ × 6 = 42 Skryf as ’n desimale breuk:
1.10 24 ÷ 4 = ............ 1.18 4,9 : ............
1.19 12,8 : ............
1.20 109,2 : ............

Honderdstes

Kyk goed na die volgende:

100 c = R1,00

1c = 1 100 size 12{ { {1} over {"100"} } } {} van ’n rand

1c = R 1 100 size 12{ { {1} over {"100"} } } {} R0,01

Aktiwiteit 5:

Om getalle te herken, te klassifiseer en voor te stel ten einde hulle te beskryf en te vergelyk [lu 1.3.3]

Om ekwivalente vorms van getalle te herken en te gebruik [lu 1.5.2]

1. Jy het seker al ontdek dat wanneer ons met rand en sent werk, ons eintlik met honderdstes werk. Kyk goed na die voorbeeld hierbo en skryf dan die volgende in rand:

1.1 4 c .........................

1.2 38 c .........................

1.3 2 c .........................

1.4 303 c .........................

1.5 460 c .........................

Het jy geweet?

1 100 size 12{ { { size 8{1} } over { size 8{"100"} } } } {} word so as ’n desimale breuk geskryf: 0,01. Ons lees dit as nul komma nul een. As ons minder as 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} het, moet ons ’n 0 (nul) as plekhouer skryf na die desimale komma in die plek van die tiendes.

Kom ons kyk weer na ons getallestelsel:

1 100 size 12{ { {1} over {"100"} } } {}

2. Watter breuk van die volgende is NIE ingekleur nie? Skryf dit ook as ’n desimale breuk.

2.1

2.2

2.3

2.4

2.5

2.6

Assessering

Leeruitkomstes(LUs)
LU 1
Getalle, Verwerkings en VerwantskappeDie 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.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
1.3 die volgende getalle herken en voorstel, sodat dit beskryf en vergelyk kan word:
1.3.3 desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in konteks van meting;
1.5 ekwivalente vorms van die bogenoemde getalle herken en gebruik, insluitend:
  • desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in die konteks van meting;
1.6 probleme in kontekste oplos, insluitend kontekste wat gebruik kan word om ‘n bewustheid van ander leerareas, asook van menseregte-, sosiale, ekonomiese en omgewingskwessies, te bevorder, soos:
  • meting in konteks van Natuurwetenskappe en Tegnologie;
1.8 deur geskikte bewerkings skat en bereken vir die oplossing van probleme in verband met die volgende te kies en gebruik:
  • (addisioneel) optel van positiewe desimale tot twee desimale syfers;
1.9 hoofberekenings uitvoer wat die volgende behels:1.9.1 optelling en aftrekking;1.9.2 vermenigvuldiging van heelgetalle tot minstens 10 x 10;
1.10 ‘n verskeidenheid tegnieke gebruik om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend:1.10.2 opbou en afbreek van getalle;1.10.5 gebruik van ‘n sakrekenaar;
1.11 ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid van oplossings te beoordeel.

Memorandum

AKTIWITEIT 1

1. 1.1 3 10 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}

  • 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

2. 2.1 0,03

  • 0,6

2.3 0,4

3. 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} ; 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} ; 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {} ; 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} ; 1 1 10 size 12{1 { { size 8{1} } over { size 8{"10"} } } } {} ; 1 3 10 size 12{1 { { size 8{3} } over { size 8{"10"} } } } {} ; 1 4 10 size 12{1 { { size 8{4} } over { size 8{"10"} } } } {} ; 1 5 10 size 12{1 { { size 8{5} } over { size 8{"10"} } } } {}

0,3; 0,7; 0,9; 1,2; 1,3

4. 4.1 0,8; 1; 1,2; 1,4; 1,6

4.2 4,1; 3,9; 3,7; 3,5; 3,3

4.3 2,5; 3,5; 4,5; 5,5; 6,5

4.4 2,8; 2,4; 2; 1,6; 1,2

4.5 9; 8,9; 8,8; 8,7; 8,6

AKTIWITEIT 2

1.1 4,3; 4,9; 5,5; 6,1; 6,7; 7,3; 7,9; 8,5; 9,1; 9,7

1.2 8,9; 8,5; 8,1; 7,7; 7,3; 6,9; 6,5; 6,1; 5,7; 5,3

AKTIWITEIT 3

1. 1.1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

  • 17 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 8 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {}
  • 152 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {}
  • 1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

2. 2.1 0,8

  • 0,1
  • 0,6
  • 0,35
  • 0,6
  • 0,8

3. Verander noemer na 10 of 100 (ekwivalente breuke)

4. Teller + noemer =

AKTIWITEIT 4

12. 1.1 57 1.11 40

  • 300 1.12 9
  • 995 1.13 72
  • 98 1.14 13,4
  • 510 1.15 124,7
  • 28 1.16 1,8
  • 24 1.17 2,7
  • 9 1.18 4 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}
  • 7 1.19 12 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {}
  • 6 1.20 09 2 10 size 12{ { { size 8{2} } over { size 8{"10"} } } } {}

AKTIWITEIT 5

1. 1.1 R0,04

  • R0,38
  • R0,02
  • R3,03
  • R4,60

2. 2.1 86 100 size 12{ { { size 8{"86"} } over { size 8{"100"} } } } {} = 0,86

2.2 72 100 size 12{ { { size 8{"72"} } over { size 8{"100"} } } } {} = 0,72

2.3 44 100 size 12{ { { size 8{"44"} } over { size 8{"100"} } } } {} = 0,44

2.4 3 100 size 12{ { { size 8{3} } over { size 8{"100"} } } } {} = 0,03

2.5 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} = 0,10

2.6 70 100 size 12{ { { size 8{"70"} } over { size 8{"100"} } } } {} = 0,70

Questions & Answers

how did you get 1640
Noor Reply
If auger is pair are the roots of equation x2+5x-3=0
Peter Reply
Wayne and Dennis like to ride the bike path from Riverside Park to the beach. Dennis’s speed is seven miles per hour faster than Wayne’s speed, so it takes Wayne 2 hours to ride to the beach while it takes Dennis 1.5 hours for the ride. Find the speed of both bikers.
MATTHEW Reply
420
Sharon
from theory: distance [miles] = speed [mph] × time [hours] info #1 speed_Dennis × 1.5 = speed_Wayne × 2 => speed_Wayne = 0.75 × speed_Dennis (i) info #2 speed_Dennis = speed_Wayne + 7 [mph] (ii) use (i) in (ii) => [...] speed_Dennis = 28 mph speed_Wayne = 21 mph
George
Let W be Wayne's speed in miles per hour and D be Dennis's speed in miles per hour. We know that W + 7 = D and W * 2 = D * 1.5. Substituting the first equation into the second: W * 2 = (W + 7) * 1.5 W * 2 = W * 1.5 + 7 * 1.5 0.5 * W = 7 * 1.5 W = 7 * 3 or 21 W is 21 D = W + 7 D = 21 + 7 D = 28
Salma
Devon is 32 32​​ years older than his son, Milan. The sum of both their ages is 54 54​. Using the variables d d​ and m m​ to represent the ages of Devon and Milan, respectively, write a system of equations to describe this situation. Enter the equations below, separated by a comma.
Aaron Reply
find product (-6m+6) ( 3m²+4m-3)
SIMRAN Reply
-42m²+60m-18
Salma
what is the solution
bill
how did you arrive at this answer?
bill
-24m+3+3mÁ^2
Susan
i really want to learn
Amira
I only got 42 the rest i don't know how to solve it. Please i need help from anyone to help me improve my solving mathematics please
Amira
Hw did u arrive to this answer.
Aphelele
hi
Bajemah
-6m(3mA²+4m-3)+6(3mA²+4m-3) =-18m²A²-24m²+18m+18mA²+24m-18 Rearrange like items -18m²A²-24m²+42m+18A²-18
Salma
complete the table of valuesfor each given equatio then graph. 1.x+2y=3
Jovelyn Reply
x=3-2y
Salma
y=x+3/2
Salma
Hi
Enock
given that (7x-5):(2+4x)=8:7find the value of x
Nandala
3x-12y=18
Kelvin
please why isn't that the 0is in ten thousand place
Grace Reply
please why is it that the 0is in the place of ten thousand
Grace
Send the example to me here and let me see
Stephen
A meditation garden is in the shape of a right triangle, with one leg 7 feet. The length of the hypotenuse is one more than the length of one of the other legs. Find the lengths of the hypotenuse and the other leg
Marry Reply
how far
Abubakar
cool u
Enock
state in which quadrant or on which axis each of the following angles given measure. in standard position would lie 89°
Abegail Reply
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BenJay
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Method
I am eliacin, I need your help in maths
Rood
how can I help
Sir
hmm can we speak here?
Amoon
however, may I ask you some questions about Algarba?
Amoon
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Enock
what the last part of the problem mean?
Roger
The Jones family took a 15 mile canoe ride down the Indian River in three hours. After lunch, the return trip back up the river took five hours. Find the rate, in mph, of the canoe in still water and the rate of the current.
cameron Reply
Shakir works at a computer store. His weekly pay will be either a fixed amount, $925, or $500 plus 12% of his total sales. How much should his total sales be for his variable pay option to exceed the fixed amount of $925.
mahnoor Reply
I'm guessing, but it's somewhere around $4335.00 I think
Lewis
12% of sales will need to exceed 925 - 500, or 425 to exceed fixed amount option. What amount of sales does that equal? 425 ÷ (12÷100) = 3541.67. So the answer is sales greater than 3541.67. Check: Sales = 3542 Commission 12%=425.04 Pay = 500 + 425.04 = 925.04. 925.04 > 925.00
Munster
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When traveling to Great Britain, Bethany exchanged $602 US dollars into £515 British pounds. How many pounds did she receive for each US dollar?
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Solomon Reply
Jazmine trained for 3 hours on Saturday. She ran 8 miles and then biked 24 miles. Her biking speed is 4 mph faster than her running speed. What is her running speed?
Zack Reply
d=r×t the equation would be 8/r+24/r+4=3 worked out
Sheirtina
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Source:  OpenStax, Wiskunde graad 5. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10993/1.1
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