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3.3 Nog hersiening

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Wiskunde

Desimale breuke

Opvoeders afdeling

Memorandum

13.4

a) 2 60 100 size 12{ { { size 8{"60"} } over { size 8{"100"} } } } {} 2,60
b) 13 625 1000 size 12{ { { size 8{"625"} } over { size 8{"1000"} } } } {} 13,625
c) 17 75 100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} 17,75
d) 23 875 1000 size 12{ { { size 8{"875"} } over { size 8{"1000"} } } } {} 23,875
e) 36 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} 36,8

13.5 a) 0,83

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

13.6

9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 11 2 size 12{ { { size 8{"11"} } over { size 8{2} } } } {} 325 100 size 12{ { { size 8{"325"} } over { size 8{"100"} } } } {} 43 5 size 12{ { { size 8{"43"} } over { size 8{5} } } } {} 201 8 size 12{ { { size 8{"201"} } over { size 8{8} } } } {} 4056 1000 size 12{ { { size 8{"4056"} } over { size 8{"1000"} } } } {} 199 5 size 12{ { { size 8{"199"} } over { size 8{5} } } } {}
4 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {} 5 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {} 3 25 100 size 12{ { { size 8{"25"} } over { size 8{"100"} } } } {} 8 3 5 size 12{ { { size 8{3} } over { size 8{5} } } } {} 25 1 8 size 12{ { { size 8{1} } over { size 8{8} } } } {} 4 56 1000 size 12{ { { size 8{"56"} } over { size 8{"1000"} } } } {} 39 4 5 size 12{ { { size 8{4} } over { size 8{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

Leerders afdeling

Inhoud

Aktiwiteit: nog hersiening [lu 1.4.2, lu 1.10, lu 2.3.1, lu 2.3.3]

Ons kan breuke soos volg na desimale breuke herlei:

13.2 Het jy geweet?

Ons kan dit ook so bereken:

13.3 Watter van die bogenoemde metodes verkies jy?

Hoekom?

13.4 Voltooi die volgende tabelle:

13.5 Gebruik die deelmetode soos by 13.2 en skryf die volgende breuke as desimale breuke:

a) 5 6 size 12{ { {5} over {6} } } {} ........................................................................... ...........................................................................

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

b) 2 7 size 12{ { {2} over {7} } } {} ........................................................................... ...........................................................................

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

c) 13 16 size 12{ { {"13"} over {"16"} } } {} ........................................................................... ...........................................................................

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

d) 4 9 size 12{ { {4} over {9} } } {} ........................................................................... ...........................................................................

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

13.6 Kan jy die volgende tabel voltooi??

Onegte breuk 9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 45 5 size 12{ { { size 8{"45"} } over { size 8{5} } } } {}
Gemengde getal 5 1 2 size 12{5 { { size 8{1} } over { size 8{2} } } } {} 25 1 8 size 12{"25" { { size 8{1} } over { size 8{8} } } } {} 39 4 5 size 12{"39" { { size 8{4} } over { size 8{5} } } } {}
Desimale breuk 3,25 4,056

14. KOPKRAPPERS!

Probeer eers sonder ’n sakrekenaar! Skryf die volgende breuke as desimale breuke:

a) 1 3 size 12{ { {1} over {3} } } {} ........................................................................... ...........................................................................

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

b) 2 3 size 12{ { {2} over {3} } } {} ........................................................................... ...........................................................................

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

c) 23 99 size 12{ { {"23"} over {"99"} } } {} ........................................................................... ...........................................................................

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

15. Onthou jy nog?

Ons noem 0,666666666 . . . ’n repeterende desimaal. Ons skryf dit as 0, 6 size 12{0, {6} cSup { size 8{ cdot } } } {} .

Net so is 0,454545 . . . ook ’n repeterende desimaal en ons skryf dit 0, 4 5 size 12{0, {4} cSup { size 8{ cdot } } {5} cSup { size 8{ cdot } } } {} .

Ons rond dit gewoonlik af tot 1 of 2 syfers na die desimale teken: 0, 6 size 12{0, {6} cSup { size 8{ cdot } } } {} word 0,7 of 0,67 en 0, 4 5 size 12{0, {4} cSup { size 8{ cdot } } {5} cSup { size 8{ cdot } } } {} word 0,5 of 0,45

16. Tyd vir self-assessering

  • Maak ’n merkie in die toepaslike blokkie:
 JA NEE
Ek kan:
Desimale breuke met mekaar vergelyk en korrek orden
Die korrekte verwantskapstekens invul
Desimale breuke korrek afrond tot:
  • die naaste heelgetal
  • een syfer na die desimale teken
  • twee syfers na die desimale teken
  • drie syfers na die desimale teken
Breuke en gemengde getalle korrek na desimale breuke herlei
Verduidelik wat ’n repeterende desimaal i s

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 herken en gebruik ekwivalente vorms van die bogenoemde rasionale getalle, insluitend:

1.4.2 desimale breuke;

Assesseringstandaard 1.0: Dit is duidelik wanneer die leerder ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid daarvan te beoordeel.

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 2.3: Dit is duidelik wanneer die leerder voorstellings maak van en verwantskappe tussen veranderlikes gebruik sodat inset- en/of uitsetwaardes op ‘n verskeidenheid maniere bepaal kan word deur die gebruik van:

2.3.1 woordelikse beskrywings;

2.3.3 tabelle.

Questions & Answers

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Hajah Reply
the study of living organisms and their interactions with one another and their environments
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Victoria Reply
HOW CAN MAN ORGAN FUNCTION
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the diagram of the digestive system
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Ogenrwot
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They formed in two ways first when one sperm and one egg are splited by mitosis or two sperm and two eggs join together
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Genetics is the study of heredity
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Joseph Reply
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Yousuf Reply
the study of living organisms and their interactions with one another and their environment.
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Shaker Reply
list any five characteristics of the blood cells
Shaker
lack electricity and its more savely than electronic microscope because its naturally by using of light
Abdullahi Reply
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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cells is the basic structure and functions of all living things
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What is classification
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is organisms that are similar into groups called tara
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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,
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cell is the building block of life.
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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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