The learning programme for grade six consists of five modules:
1. Number concept, Addition and Subtraction
2. Multiplication and Division
3. Fractions and Decimal fractions
4. Measurement and Time
5. Geometry; Data handling and Probability
It is important that educators complete the modules in the above sequence, as the learners will require the knowledge and skills acquired through a previous module to be able to do the work in any subsequent module.
COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)
LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS
This module continues the work dealt with in grade 5. Addition and subtraction of fractions are extended and calculation of a fraction of a particular amount is revised.
Check whether the learners know the correct terminology and are able to use the correct strategies for doing the above correctly.
Critical outcome 5 (Communicating effectively by using visual, symbolic and /or language skills in a variety of ways) is addressed.
It should be possible to work through the module in 3 weeks.
** Activity 17 is designed as a portfolio task. It is a very simple task, but learners should do it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
LEARNING UNIT 2 FOCUSES ON DECIMAL FRACTIONS
This module extends the work that was done in grade 5. Learners should be able to do rounding of decimal fractions to the nearest tenth, hundredth and thousandth. Emphasise the use of the correct method (vertical) for addition and subtraction. Also spend sufficient time on the multiplication and division of decimal fractions.
As learners usually have difficulty with the latter, you could allow 3 to 4 weeks for this section of the work.
** Activity 19 is a task for the portfolio. The assignment is fairly simple, but learners should complete it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
1.1
$\frac{9}{5}$ –
$\frac{7}{5}$ of 1
$\frac{4}{5}$ – 1
$\frac{2}{5}$
1.2
$\frac{\text{13}}{6}$ –
$\frac{9}{6}$ of 2
$\frac{1}{6}$ – 1
$\frac{3}{6}$
1.3
$\frac{\text{11}}{7}$ –
$\frac{7}{7}$ of 1
$\frac{4}{7}$ – 1
Leaner section
Content
Activity: to perform mental calculations [lo 1.9.1]
1. Work with a partner. Which subtraction sums are presented on the number lines?
1.1
1.2
1.3
Assessment
Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 measurements in Natural Sciences and Technology contexts.
Questions & Answers
find the 15th term of the geometric sequince whose first is 18 and last term of 387
In this morden time nanotechnology used in many field .
1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc
2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc
3- Atomobile -MEMS, Coating on car etc.
and may other field for details you can check at Google
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
after 100 year this will be not nanotechnology maybe this technology name will be change .
maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
can nanotechnology change the direction of the face of the world
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.