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5. Die laaste syfer van 3 1993 is ...

6. Jy ry teen ’n konstante spoed van 105 km per uur verby telefoonpale wat ewe ver van mekaar af staan. As dit 72 sekondes neem om van die eerste tot die vyftiende paal te reis, bereken die afstand, (in meter) tussen twee opeenvolgende pale.

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 word bewys as die leerder:
1.2 die volgende getalle kan herken, klassifiseer en voorstel om hulle te beskryf en te vergelyk:
  • heelgetalle;
  • desimale breuke en persentasies;
1.2.5 optelling- en vermenigvuldiginginverses;
1.7 ’n reeks tegnieke gebruik om berekeninge te doen, wat die volgende insluit:1.7.1 die gebruik van kommutatiewe, assosiatiewe en distributiewe eienskappe met rasionale getalle;1.7.2 die gebruik van ’n sakrekenaar;
1.8 ’n reeks strategieë gebruik om oplossings te kontroleer, en die korrektheid van oplossings beoordeel.
LU 2
Patrone, Funksies en AlgebraDie 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.
Dit word bewys as die leerder:
2.5 vergelykings oplos deur inspeksie, toets-en-verbeter- of algebraïese prosesse (optelling- en vermenigvuldiginginverses) en die oplossings deur vervanging toets;
2.8 konvensies van algebraïese noterings en die wisselbare, verenigbare en verspreibare wette gebruik om:2.8.4 algebraïese uitdrukkings wat in hakienotasie met een of twee stelle hakies en twee tipe bewerkings gegee word, te vereenvoudig;2.8.6 algebraïese uitdrukkings, formules of vergelykings binne konteks in eenvoudiger of meer bruikbare vorms te skryf.

Memorandum

1. “Minder as “0” nie positief nie

2.

-2 -1 0

  1. Temperature; bankbalanse; ens.

4. Getalle met geen breuke of desimale daarby nie, bv. 2 nie 2½ of 2,5 nie

5. Z

KLASOPDRAG 2

2. 4 0 – 8 0 = –4 0 C

  • –13
  • –5
  • –27
  • –8 – 5 + 7 = –6

4. Tel alle (+) getalle en (–) getalle op. Trek hulle van mekaar af.

  • –9 + 6 = –3
  • –18 – 13 + 7 = –14
  • 20 – 75 = –55
  • 10 – (–2) = 10 + 2 = 12

6. –31 – (–17) = –31 + 17 = –14

7.1 –6 + (–3) = –9

7.2 5 – (–5) = 10

HUISWERKOPDRAG 2

  • 13 – 18 + 4 – 17 = –18
  • –9 – (–8) + (–16)

–9 + 8 – 16 = –17

  • – (–16) 2 + (–3) 2

= –256 + 9

= –247

  • (–13) 2 – (–13)

= 169 + 13

= 179

  • a b + b = a
  • a b – a = – b
  • b b + a = –2 b
  • y 2 x 2 x 2 = y 2 size 12{y rSup { size 8{2} } - x rSup { size 8{2} } - x rSup { size 8{2} } =y rSup { size 8{2} } } {}
  • waar
  • x y x + y size 12{ - x - y<>- x+y} {} fals
  • y + z = z + y size 12{y+z=z+y} {} waar
  • x + y = x + y size 12{ - x+y= - x+y} {} waar

3.1 a = –2

3.2 a = 12

3.3 a = –3

3.4 –8 = a

4. R615 – R(46 + 480 + 199)

= R615 – R725

= R110 (–) Verlies

KLASOPDRAG 3

1. ( )

2. of

3. × of ÷ : van links na regs

4. + of – : van links na regs

  • –42
  • 36 + 34 = 70
  • 35
  • 3 x (–1) + 6 = –3 + 6 = 3
  • –24 × 25 = –600
  • (–2) 3 = –8
  • (–64) – (+2) = –64 – 2

= –66

  • (15 – 9) 2 = (6) 2 = 36
  • (–6) 2 = 36
  • –2(9) = –18
  • 11 3 size 12{ { { - "11"} over {3} } } {} = –3 1 3 size 12{ { {1} over {3} } } {}
  • 24 12 + 2 size 12{ { {"24"} over { - "12"+2} } } {} = 24 10 size 12{ { {"24"} over { - "10"} } } {} = –2,4
  • –6 x 5 7 size 12{ { {5} over {7} } } {} = 30 7 size 12{ { { - "30"} over {7} } } {} = –4 2 7 size 12{ { {2} over {7} } } {}
  • 53 25 size 12{ { {"53"} over { - "25"} } } {} = –2 3 25 size 12{ { {3} over {"25"} } } {} of –2,12

1.5 –50 ÷ 5 = –10

2. p = (–2) × (3) ÷ (–2) 2

= –6 ÷ 4

= 6 4 size 12{ { { - 6} over {4} } } {} = –1 1 2 size 12{ { {1} over {2} } } {} / –1,5

  • p = 4(–2)(3) ÷ (–2)(3)

= –24 ÷ (–6)

= 4

HUISWERKOPDRAG 2

  • (13) 2 – (–13) 2 – 13 2

= 169 – 169 – 169 = –169

  • (7 – 8) 2 – (8 – 7) 2 – 8 2 – 7 2

= (–1) 2 – (1) 2 – 64 – 49

= +1 – 1 – 64 – 49

= –113

  • (5)3 – 33 – 22

= 15 – 55

= –40

2. 147 21 size 12{ { { - "147"} over { - "21"} } } {} – (–55)

= 7 + 55

= 62

3. 17 x (–15) ÷ (–7)

= –255 ÷ (–7)

= 36,4

4. (–88 + 7) – (–58)

= –81 + 58

= –23

5. –7 – (–5 × 17)

= –7 + 85

= 78

  • p = –60
  • p = –8
  • p = 7
  • 2 p + 6 = –4

p = –5

7. a = 4

8. –(–3) = 3

  • {–1; 0; 1; 2; 3}
  • {2; 3; 4; 5}
  • {–1; –2; –3}

Tutoriaal 1

1. 30; 53 7 size 12{ { { - "53"} over {7} } } {} = –7,6 √; 10; –145 √

2.1 η size 12{η} {} = 27 4 size 12{ { {"27"} over {4} } } {} = 6 3 4 size 12{ { {3} over {4} } } {}

η size 12{η} {} >6 3 4 size 12{ { {3} over {4} } } {}

η size 12{η} {} size 12{ in } {} {7; 8; 9; . . . } √√

  • {5; 4; 3; 2; 1} √
  • √√
  • √√
  • [–(4)] 3 √ = –64 √
  • –8 – 9 + 8 + 9 √ = 0 √
  • 15 + (–40) √ + (–12) √ = –37 √
  • 6 1 11 size 12{ { { { {6}} rSup { size 8{1} } } over {"11"} } } {} x 1 2 4 4 size 12{ { {1} over { - { {2}} { {4}} rSub { size 8{4} } } } } {}

= – 1 44 size 12{ { {1} over {"44"} } } {}

  • (0,09) √ x (–0,04) = –0,0036 √
  • –1 √√
  • 87 √√

√ √ √

4.8 –0,225 a 5

4.9 1 2 3 a a b b 4 b 3 4 a 5 b size 12{ left ( { { - { {1}} { {2}} rSup { size 8{3} } { {a}} rSup { size 8{a { {b}}} } { {b}} rSup { size 8{ { {4}}b rSup { size 6{3} } } } } over { { {4}} { {a}} rSup { { {5}}} { { size 12{b}}}} } right )} {}

√ √ √

= 9 a 2 b

  • [3(–1) – 3{–2)] 2

= [–3 + 6] 2

= 9 √

  • –3(–2) 3 + 3(–1) 2

= –3(–8) + 3(1) √

= 24 + 3

= 27√

5.3 3(–2) 2

= 3(4)

= 12 √

TOETS

  • 0 √
  • 1 √
  • 8 4 M 6 3 2 M 3 size 12{ { { - { {8}} rSup { size 8{4} } { {M}} rSup { size 8{ { {6}} rSup { size 6{3} } } } } over { { {2}} { {M}} rSup { { {3}}} } } } {} - –4 M 3 √√

√ √

  • –8 c 12 d 9

√ √ √

  • 30 p 5 q 6
  • 6 3 a 8 6 2 a 2 size 12{ { { - { {6}} rSup { size 8{3} } a rSup { size 8{ { {8}} rSup { size 6{6} } } } } over { - { {2}}a rSup { { {2}}} } } } {} + 12 a 6

√ √ √

= 3 a 6 + 12 a 6 = 15 a 6

  • –2 + 3 + 4 + 1 √ = 6 √
  • –6 a 3 – 2 a 2 b – 4 a 3 – 5 ab 2

= –10 a 3 – 2 a 2 b – 5 ab 2 √√

√√√1.9 k 4 3M 9 size 12{ { {k rSup { size 8{4} } } over {3M rSup { size 8{9} } } } } {}

√ √ √

  • –3 a 2 b 2 + 6 ab 2 + 4 ab

√ √ √

  • –3 a 4 + 1 [ 12 a 6 4a 2 size 12{\[ { {"12"a rSup { size 8{6} } } over { - 4a rSup { size 8{2} } } } } {} 4a 2 4a 2 ] size 12{ { {4a rSup { size 8{2} } } over { - 4a rSup { size 8{2} } } } \]} {}
  1. –2(2 p – 3 q – 4 r ) – 3(–2 p + 3 r – 4 q ) √

= –4 p + 6 q + 8 r + 6 p – 9 r + 12 q √√

= 2 p + 18 q r

3. 5 a 3 b – 10 a 3 b 3 – [–6 a 2 b 2 (–3 a + 12 ab )] √

5 a 3 b – 10 a 3 b 3 – [18 a 3 b 2 – 72 a 3 b 3 ] √

5 a 3 b – 10 a 3 b 3 – 18 a 3 b 2 – 72 a 3 b 3

5 a 3 b – 18 a 3 b 2 + 62 a 3 b 3

4. 2 ( a + b ) 3a size 12{ { { - 2 \( a+b \) } over { - 3a} } } {} = 2a 2b 3a size 12{ { { - 2a - 2b} over { - 3a} } } {}

= 2 a 3 a size 12{ { { - 2 { {a}}} over { - 3 { {a}}} } } {} 2b 3a size 12{ { {2b} over { - 3a} } } {}

= 2 3 size 12{ { {2} over {3} } } {} + 2b 3a size 12{ { {2b} over {3a} } } {}

√ √

√ √

5. x ( x + 1)( x + 2) + 1

= ( x 2 + x )( x + 2) + 1

= x 3 + 2 x 2 + x 2 + 2 x + 1

= x 3 + 3 x + 2 x + 1

2(3)(4) + 1 = 25

4(5)(6) + 1 = 35 Onwaar

5(6)(7) + 1 = 211 Onwaar

Verrykingsoefening

1. 1 3x 1 3 size 12{ { {1} over { { {3x - 1} over {3} } } } } {}

= 1 2 size 12{ { {1} over {2} } } {}

2 1 size 12{ { {2} over {1} } } {} = 3x 1 3 size 12{ { {3x - 1} over {3} } } {}

6 = 3 x + 1

7 = 3 x

(2 1 3 size 12{ { {1} over {3} } } {} ) 7 3 size 12{ { {7} over {3} } } {} = x

Questions & Answers

how does Neisseria cause meningitis
Nyibol Reply
what is microbiologist
Muhammad Reply
what is errata
Muhammad
is the branch of biology that deals with the study of microorganisms.
Ntefuni Reply
What is microbiology
Mercy Reply
studies of microbes
Louisiaste
when we takee the specimen which lumbar,spin,
Ziyad Reply
How bacteria create energy to survive?
Muhamad Reply
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Muhamad
they make spores
Louisiaste
what is sporadic nd endemic, epidemic
Aminu Reply
the significance of food webs for disease transmission
Abreham
food webs brings about an infection as an individual depends on number of diseased foods or carriers dully.
Mark
explain assimilatory nitrate reduction
Esinniobiwa Reply
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
Elkana
Examples of thermophilic organisms
Shu Reply
Give Examples of thermophilic organisms
Shu
advantages of normal Flora to the host
Micheal Reply
Prevent foreign microbes to the host
Abubakar
they provide healthier benefits to their hosts
ayesha
They are friends to host only when Host immune system is strong and become enemies when the host immune system is weakened . very bad relationship!
Mark
what is cell
faisal Reply
cell is the smallest unit of life
Fauziya
cell is the smallest unit of life
Akanni
ok
Innocent
cell is the structural and functional unit of life
Hasan
is the fundamental units of Life
Musa
what are emergency diseases
Micheal Reply
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
Lubega
Heyy Lubega hussein where are u from?
_Adnan
en français
Adama
which site have a normal flora
ESTHER Reply
Many sites of the body have it Skin Nasal cavity Oral cavity Gastro intestinal tract
Safaa
skin
Asiina
skin,Oral,Nasal,GIt
Sadik
How can Commensal can Bacteria change into pathogen?
Sadik
How can Commensal Bacteria change into pathogen?
Sadik
all
Tesfaye
by fussion
Asiina
what are the advantages of normal Flora to the host
Micheal
what are the ways of control and prevention of nosocomial infection in the hospital
Micheal
what is inflammation
Shelly Reply
part of a tissue or an organ being wounded or bruised.
Wilfred
what term is used to name and classify microorganisms?
Micheal Reply
Binomial nomenclature
adeolu
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Source:  OpenStax, Wiskunde graad 8. OpenStax CNX. Sep 11, 2009 Download for free at http://cnx.org/content/col11033/1.1
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