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Educator section


Leaner section


Activity: to solve problems in context [lo 1.6]

To use a range of techniques to perform calculations [lo 1.10.1, lo 1.10.5]

1. Divide into groups of three. Ask your educator for the required sheets of paper and calculate the following answers WITHOUT making use of a pocket calculator:

1.1 The Johnny family's telephone account comes to approximately R376 each month. More or less how much will they have to pay for a year's use of the telephone?

1.2 Mr Naidoo drives 795 km each month for his work. What is the distance that he covers in a year and a half?

1.3 The Grade 7s are going on a tour and each learner has to pay R499. What is the total amount that the 78 learners will have to pay?

1.4 The "Ride Safely" taxi group transports passengers to a soccer match in Johannesburg, at R245 per passenger. What is the total amount that will be paid if 837 spectators make use of their service?

1.5 An elephant calf weighs 932 kg. How much will 348 elephant calves weigh?

2. Check your answers with the help of a pocket calculator.

3. Explain how you calculated your answers to the rest of the class.

4. Compare the different methods. How do they differ?

Group assessment

Evaluate your work on a scale of 1 – 4 by circling the appropriate number.

1 = needs attention

2 = fairly good

3 = very good

4 = outstanding


All the members of the group participated in the activities. 1 2 3 4
Members of the group listened to one another. 1 2 3 4
Members of the group helped and encouraged each other. 1 2 3 4
Group members adhered to the instructions. 1 2 3 4
Each one had a chance to talk. 1 2 3 4
The group's work was done neatly. 1 2 3 4
The answers were calculated correctly. 1 2 3 4


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 1.6: We know this when the learner solves problems in context including contexts that may be used to build awareness of other Learning Areas, as well as human rights, social, economic and environmental issues such as:

Assessment Standard 1.10: We know this when the learner uses a range of techniques to perform written and mental calculations with whole numbers including:

1.10.1: multiplying in columns;

1.10.5: using a calculator.

Questions & Answers

a perfect square v²+2v+_
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algebra 2 Inequalities:If equation 2 = 0 it is an open set?
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or infinite solutions?
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rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
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No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
is it 3×y ?
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J, combine like terms 7x-4y
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im not good at math so would this help me
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how did I we'll learn this
Noor Reply
f(x)= 2|x+5| find f(-6)
Prince Reply
f(n)= 2n + 1
Samantha Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
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preparation of nanomaterial
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Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
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Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
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the Beer law works very well for dilute solutions but fails for very high concentrations. why?
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how did you get the value of 2000N.What calculations are needed to arrive at it
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Source:  OpenStax, Mathematics grade 6. OpenStax CNX. Sep 10, 2009 Download for free at http://cnx.org/content/col11030/1.1
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