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5. Net so is 1 000 m = 1 km

Dus: 1 407 m = 1 km 407 m

= 1,407 km

Voltooi die tabel:

Lengte in m 2 368 ............ 426 ............ 38 ............ 9
Lengte in km 2,368 7 ............ 0,6 ............ 1,48 ............

Aktiwiteit 3:

Om twee-dimensionele figure te meet en s.i.-eenhede te gebruik om op te teken [lu 4.5.3]

Skaal:

Het jy geweet?

Wanneer ons iets teken, bv. ’n huis, teken ons dit nie lewensgroot nie.

Ons teken dit op skaal. Die vorm bly dus dieselfde, maar nie die grootte nie. Die mes is bv. op ’n skaal 1 tot 4 geteken.

Dink ook aan kaarte. ’n Plek word gewoonlik daarop kleiner geteken as wat dit in werklikheid is. ’n Skaal sê vir ons hoe om afstande op ’n kaart te kry. Gewoonlik dui die skaal aan dat 1 cm op die kaart 500 km is, soos in die geval van die kaart hieronder.

1. Beantwoord die volgende vrae:

1.1 Hoe lank is die mes hierbo regtig? ..................................................

1.2

  1. Hoe ver is dit regtig volgens die skaal van dorp A na B? ....................
  1. En van C na D? ....................

2. Bepaal die skaal van elke item hieronder.

2.1 Die lengte van die potloodkryt is 15 cm.

Skaal: .........................................

2.2 Die lengte van die bottel is 80 cm.

Skaal: .........................................

2.3 Die lengte van die vis is 45 cm.

Skaal: .........................................

Meet nou die afstand.

  • Hoeveel cm is dit?
  • Hoeveel m is dit?
  • Neem nou enige 340 ml koeldrankblikkie en meet die afstand rondom die blikkie

in mm.

Assessering

LU 4
MetingDie leerder is in staat om gepaste meeteenhede, instrumente en formules in 'n verskeidenheid kontekste te gebruik.
Dit is duidelik wanneer die leerder:
4.1 analoog-, digitale en 24-uur-tyd tot minstens die naaste minuut en sekonde lees, sê en skryf;
4.2 probleme oplos wat berekeninge met en herleiding tussen geskikte tydeenhede behels, insluitend dekades, eeue en millennia;
4.3 instrumente gebruik wat tyd meet tot op geskikte vlakke van noukeurigheid, insluitend polshorlosies en stophorlosies;
4.4 maniere in verskillende kulture beskryf en illustreer om tyd deur die geskiedenis heen te meet en voor te stel;
4.5 SI-eenhede gebruik om voorwerpe en vorms te skat, te meet, aan te teken, te vergelyk en te orden met geskikte akkuraatheid vir:
  • massa m.b.v. gram (g) en kilogram (kg);
  • kapasiteit m.b.v. millimeter (mm), sentimeter (cm), meter (m) en kilometer (km);
  • lengte m.b.v. millimeter (mm), sentimeter (cm), meter (m) en kilometer (km);
4.6 probleme oplos wat die kies van, berekening met en herleiding tussen geskikte S.I.-eenhede (sien hierbo) behels, terwyl geskikte kontekste vir Tegnologie en Natuurwetenskappe geïntegreer word;
4.7 gepaste meetinstrumente gebruik (met ‘n begrip vir die beperkings daarvan) tot op geskikte vlakke van noukeurigheid, insluitend:
  • badkamerskale, kombuisskale en balanse om massa te meet;
  • maatbekers om volume te meet;
  • liniale, meterstokke, maatbande en klikwiele om lengte te meet.

Memorandum

AKTIWITEIT 1

3. maatband / meterstok / meterwiel (klikwiel) / liniaal / tou / wol

1. 1.1: cm

1.2: m

1.3: m

1.4: mm

1.5: km

1.6: m

2. 2.1: 2 m

2.2: 26 cm

2.3; 674 km

3.

42 179 1463
8,5 24,5 102,6

4.

mm m
3 000
0,367
4 700
0,028
67
0,006

5.

7 000 600 1 480
0,426 0,038 0,009

AKTIWITEIT 3

1. 20 cm

1.1: 1 250 km

1.2: 1 500 km

2. 2.1: 1:5

2.2: 1:20

2.3: 1:15

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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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