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Maak baie seker dat die leerders nie die voorste getal van ‘n aftrekbewerking herbenoem nie. ( Dit is die rede waarom hulle later probleme ondervind as hulle ‘n bewerking waar ‘n groep van 10 ontbind moet word, kry. )

Voorbeeld: 76 - 12 = ______

Probeer dit!

Gooi 76 tellers, wat in tiene en ene gegroepeer is, in ‘n plastieksak.

Laat ‘n leerder nou 2 kom uithaal.

Vra : Hoeveel is in die sak oor? 74

Wat is gedoen? ( 2 ene is uitgehaal) Skryf : 76 - 2 = 74

Laat ‘n ander leerder nou die 10 kom uithaal.

Vra : Wat is nou oor in die sak? 64

Wat is gedoen? ( 1 tien is uitgehaal) Skryf : 74 - 10 = 64

Om te toets, word eers 10 en dan 2 weer terug in die sak gegooi. Nou is daar weer 76 .

Onthou : Alle bewerkings word nog sonder oordrag of ontbinding van ‘n tien gedoen.

Leerders kan horisontaal of vertikaal werk. Dit is hulle keuse.

Help die leerders net om aan die gang te kom met die ontsyfering van die geheime kode. Hulle moet net begryp dat elke teken ‘n letter van die alfabet voorstel. Los hulle dan om self te probeer.

Moedig almal aan om iets met die kode te skryf, al is dit net hul eie naam.

Dit is ook ‘n geleentheid om uit te vind wie reeds die alfabet ken. Dalk kan dit sommer dien as aansporing om dit te leer.

Leerders afdeling

Inhoud

Aktiwiteit: afronding [lu 1.8, lu 1.10]

  • Kry 'n hopie tellers by Juffrou. Skat eers hoeveel jy het. Skryf jou skatting neer.

Ek skat ____________________________________________________________

  • Groepeer nou jou tellers op die bank, in tiene en ene.
  • Tel dit en skryf : Ek het ______________________________________
  • Hoe was jou skatting: te veel , te min of net reg ?

Skryf : Ek het ___________________________________________ geskat.

Met hoeveel is jy uit?_____________________________________________

  • Is jou getal nader aan 40 , nader aan 50 of ewe ver van albei?

Skryf : My getal is ___________________________________________________

  • Hoe kan jy jou getal gelyk maak aan 50 ?

Skryf : Ek kan _______________bytel: ____________ + ____________ = 50

  • As jy 5 of minder as 5 bygetel het, is 50 jou naaste veelvoud van tien.
  • Hoe kan jy jou getal gelyk maak aan 40 ?

Skryf : Ek kan _______________ wegneem: : __________ - __________ = 40

  • As jy 4 of minder as 4 weggeneem het, dan is 40 jou naaste veelvoud van tien.
LU 1.8

Om 'n getal te kan afrond tot die naaste tien , moet jy weet watter veelvoud van tien die naaste aan die getal is. As dit ewe ver is, gebruik ons die groter veelvoud van tien.

  • Kyk na die getalle en maak 'n * by die naaste veelvoud van tien.
43 40 50
49 40 50
46 40 50
41 40 50
LU 1.10
  • Help nou vir Bonnie en Tommie om die naaste veelvoud van tien te kry.

Onthou : As die ene 5 of meer as 5 is, gebruik ons die groter veelvoud .

  • As die ene 4 of minder as 4 is, gebruik ons die kleiner veelvoud .

24: naaste veelvoud is 20 16: naaste veelvoud is 20

37: naaste veelvoud is _____ 52: naaste veelvoud is _____

15: naaste veelvoud is _____ 73: naaste veelvoud is _____

81: naaste veelvoud is _____ 94: naaste veelvoud is _____

  • Rond af tot die naaste 10: (Dit sal jou help om te skat.)

As ons afrond, help dit ons om vinniger te kan skat in watter omgewing die antwoord behoort te wees. Onthou! Dit is nie 'n akkurate antwoord nie!

  • Gebruik afronding om eers te skat en doen dan 'n akkurate berekening. Skryf sommer die afronding met 'n potlood reg bokant die getal.
  • Tommie het 84c in sy beursie en koop 'n piesang vir 69c.

Hoeveel geld het hy oor?

Afronding: Getalsin: _____________________________________________________________________

Bewerking: Getalsin: _____________________________________________________________________

Op dié manier kan 'n mens vinnig bereken hoeveel kleingeld jy min of meer moet kry as jy iets betaal en kleingeld moet kry.

LU 1.10
  • Bonnie verkies om haar somme horisontaal te doen.
  • Tommie verkies om sy somme vertikaal te doen.
  • Kom ons probeer albei maniere en besluit dan wat is vir ons die maklikste.
LU 1.8

Bonnie sê: Die aftrekbewerking is 'n bietjie anders.

  • Moet NOOIT die eerste getal herbenoem nie.
  • Toets jou antwoord: 12 + 64 = 76
  • Toets jou antwoord:

1 2

+64

76

  • Hoe dink jy: wil jy jou somme soos Bonnie of soos Tommie doen?

_____________________________________________________________________

LU 1.8

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 1.8: Dit is duidelik wanneer die leerder die gepaste simbole in berekeninge kan gebruik om probleme wat die volgende behels, op te los;

1.8.1 optelling en aftrekking van heelgetalle met minstens 3 syfers;

1.8.2 vermenigvuldiging van minstens 2-syferheelgetalle met 1-syferheelgetalle;

1.8.3 deling van minstens 2-syferheelgetalle deur 1-syferheelgetalle;

1.8.4 skatting;

Assesseringstandaard 1.10: Dit is duidelik wanneer die leerder die volgende tegnieke gebruik:

1.10.1 opbou en afbreek van getalle;

1.10.2 verdubbeling en halvering;

1.10.3 getallelyne;

1.10.4 afronding in tiene.

Questions & Answers

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sure. what is your question?
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it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
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I got X =-6
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ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
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so you not have an equal sign anywhere in the original equation?
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hmm
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is it a question of log
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Source:  OpenStax, Wiskunde graad 3. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11129/1.1
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