# 2.8 Breuke - 04

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## Memorandum

8. a) a) $\frac{2}{6}$

b) $\frac{1}{3}$

c) $\frac{3}{9}$

d) $\frac{4}{\text{12}}$

b) Almal eet ewe veel / Breuke is ewe groot

9. $\frac{2}{3}$ = $\frac{6}{9}$

$\frac{4}{5}$ = $\frac{\text{80}}{\text{100}}$

$\frac{\text{18}}{\text{20}}$ = $\frac{9}{\text{10}}$

$\frac{\text{75}}{\text{100}}$ = $\frac{3}{4}$

$\frac{2}{3}$ = $\frac{\text{16}}{\text{24}}$

$\frac{\text{25}}{\text{30}}$ = $\frac{5}{6}$

## Aktiwiteit: breuke [lu 1.4.1, lu 1.11, lu 2.1.5]

8. Vier leerders is beloon met ’n sjokolade vir hul goeie werk. Hulle eet nie dadelik alles op nie, maar net die volgende deel wat ingekleur is.

i)

ii)

iii)

iv)

1. Watter breuk eet elkeen op?

i) Carli: ___________________

ii) Peter-John: ______________

iii) Kayla: __________________

iv) Vusi: ___________________

b) Wat merk jy op?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8.2 Onthou jy nog?

In ons voorbeeld is $\frac{2}{6}=\frac{1}{3}=\frac{3}{9}=\frac{4}{\text{12}}$

Ons noem hierdie breuke ekwivalente breuke . Ekwivalente breuke is dus ewe groot of gelyk aan mekaar

8.3 LET WEL:

Om ’n ekwivalente breuk te bereken, moet jy die teller EN die noemer met DIESELFDE getal vermenigvuldig of deel.

 bv. 2 × 4 5 × 4 = 8 20 ; 18  6 24  6 = 3 4

9. Verbind die breuk in kolom A met sy ekwivalent in kolom B:

 A B $\frac{2}{3}$ $\frac{3}{4}$ $\frac{4}{5}$ $\frac{6}{9}$ $\frac{\text{18}}{\text{20}}$ $\frac{9}{\text{10}}$ $\frac{\text{75}}{\text{100}}$ $\frac{5}{6}$ $\frac{2}{3}$ $\frac{\text{16}}{\text{24}}$ $\frac{\text{25}}{\text{30}}$ $\frac{\text{80}}{\text{100}}$

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

1.4.1: gewone breuke;

Assesseringstandaard 1.11: Dit is duidelik wanneer die leerder herken, beskryf en gebruik:

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 2.1: Dit is duidelik wanneer die leerder numeriese en meetkundige patrone ondersoek en uitbrei op soek na ‘n verwantskap of reëls, insluitend patrone;

2.1.5: voorgestel in tabelle.

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