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The breaking up of the ten is also learnt now. Learners must work with this on the mat in order to experience in concrete terms that there are not enough units and that a ten must be regrouped in order to get enough units. They must understand the breaking up (regrouping) of the ten very well before they can do it in writing.
Again it depends on the educator and the abilities of the learners whether they are going to make use of carried numbers in vertical calculations.
| 2 x 0 = 02 x 1 = 22 x 2 = 42 x 3 = 62 x 4 = 82 x 5 = 102 x 6 = 122 x 7 = 142 x 8 = 162 x 9 = 182 x 10 = 20 | 4 x 0 = 04 x 1 = 44 x 2 = 84 x 3 = 124 x 4 = 164 x 5 = 204 x 6 = 244 x 7 = 284 x 8 = 324 x 9 = 364 x 10 = 40 | 0 ÷ 2 = 02 ÷ 2 = 14 ÷ 2 = 26 ÷ 2 = 38 ÷ 2 = 410 ÷ 2 = 512 ÷ 2 = 614 ÷ 2 = 716 ÷ 2 = 818 ÷ 2 = 920 ÷ 2 = 10 | 0 ÷ 4 = 04 ÷ 4 = 18 ÷ 4 = 212 ÷ 4 = 316 ÷ 4 = 420 ÷ 4 = 524 ÷ 4 = 628 ÷ 4 = 732 ÷ 4 = 836 ÷ 4 = 940 ÷ 4 = 10 | |
| 5 x 0 = 05 x 1 = 55 x 2 = 105 x 3 = 155 x 4 = 205 x 5 = 255 x 6 = 305 x 7 = 355 x 8 = 405 x 9 = 455 x 10 = 50 | 10 x 0 = 010 x 1 = 1010 x 2 = 2010 x 3 = 3010 x 4 = 4010 x 5 = 5010 x 6 = 6010 x 7 = 7010 x 8 = 8010 x 9 = 9010 x 10 = 100 | 0 ÷ 5 = 05 ÷ 5 = 110 ÷ 5 = 215 ÷ 5 = 320 ÷ 5 = 425 ÷ 5 = 530 ÷ 5 = 635 ÷ 5 = 740 ÷ 5 = 845 ÷ 5 = 950 ÷ 5 = 10 | 0 ÷ 10 = 010 ÷ 10 = 120 ÷ 10 = 230 ÷ 10 = 340 ÷ 10 = 450 ÷ 10 = 560 ÷ 10 = 670 ÷ 10 = 780 ÷ 10 = 890 ÷ 10 = 9100 ÷ 10 = 10 | |
| 3 x 0 = 03 x 1 = 33 x 2 = 63 x 3 = 93 x 4 = 123 x 5 = 153 x 6 = 183 x 7 = 213 x 8 = 243 x 9 = 273 x 10 = 30 | 6 x 0 = 06 x 1 = 66 x 2 = 126 x 3 = 186 x 4 = 246 x 5 = 306 x 6 = 366 x 7 = 426 x 8 = 486 x 9 = 546 x 10 = 60 | 0 ÷ 3 = 03 ÷ 3 = 16 ÷ 3 = 29 ÷ 3 = 312 ÷ 3 = 415 ÷ 3 = 518 ÷ 3 = 621 ÷ 3 = 724 ÷ 3 = 827 ÷ 3 = 930 ÷ 3 = 10 | 0 ÷ 6 = 06 ÷ 6 = 112 ÷ 6 = 218 ÷ 6 = 324 ÷ 6 = 430 ÷ 6 = 536 ÷ 6 = 642 ÷ 6 = 748 ÷ 6 = 854 ÷ 6 = 960 ÷ 6 = 10 |
The important fact here is the equivalence of different coins. There are learners who will indicate 7c as 4c and 3c in coins, and who will not realise that such coins do not exist in our currency.
It is also the ideal opportunity for learners to learn 5x and ÷ if they have not yet done so.
Point out to the learners that in calculations the R and c are left out, but that they must be inserted in the completed number sentence (answers).
Encourage the learners to keep on drawing what they read and then to write the number sentence in order to solve the problem.
Make very sure that all the learners know that there will be 10 children at the party. (8 + Bonny + Tommy) If this information is incorrect, all the following calculations will be extremely difficult.
Designing and making the party hat can be done as part of Technology.
Demonstrate and discuss the 3 ways in which to draw a circle.
Do a great deal of practical work.
Make sure that they understand and know what the centre, diameter and radius of a circle is, and that 2x radius = diameter. Explain to the learners what the circumference of the circle is.
The learners must indicate all points with letters right from the beginning. Show them that it makes it much easier to discuss and explain various aspects of the construction. They must understand that they may use any letter, as long as the same letter is not used twice in the same construction.
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