2.51 To use a range of techniques to perform calculations

Mathematics

Common and decimal fractions

Common fractions

Educator section

Memorandum

INTRODUCTION

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.

1.2 a) 6,4

b) 2,6

c) 1

d) 5,3

e) 4,3

f) 3,9

1.3 thousandths

hundredth a hundredth

1.4 0,261 = 0,26

0,935 = 0,94

3,478 = 3,48

0,955 = 0,96

4,227 = 4,23

2,132 = 2,13

BRAIN TEASER!

1.5 a) 4,263

b) 5,145

c) 2,512

d) 6,329

e) 1,835

f) 3,490

Leaner section

Content

Activity: to use a range of techniques to perform calculations [lo 1.10.4]

ROUNDING:

1. Take a good look at these newspaper headlines:

These numbers have all been rounded. Let's see how decimal numbers can be rounded!

1.1 Work with a friend to examine the following flow chart. Be sure that you understand what it tells you. Then explain it to the rest of the class.

1.2 Round the following off to one position after the decimal comma (one tenth):

1. 6,39
2. 2,64
3. 0,99
4. 5,329
5. 4,261
6. 3,883

1.3 Work with a friend to see whether you are able to fill in the missing words!

E.g.

1.4 Round the following to the nearest hundredth (two positions after the decimal comma) and link each with its rounded off partner.

E.g.

1.5. BRAIN TEASER!

Are you able to round off the following to the nearest thousandths? (three positions after the decimal comma)

1. 4,2634
2. 5,1447
3. 2,5121
4. 6,3286
5. 1,8353
6. 3,4895

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 1.10: We know this when the learner uses a range of techniques to perform written and mental calculations with whole numbers including:

1.10.4 rounding off and compensating.