# 4.1 Number fun - module 7 - 02  (Page 2/2)

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• She has.................................................... roses left over. She gives three away.

Now there are only..................................................................... roses left.

• Would you like to draw the roses?
 LO 1.9
• Work with a friend.
• Stand outside in the sun at 12 o’clock.
• See how long your shadow is.
• Ask your friend to measure the length of your shadow with his/her feet.
• He/she says, “The length of your shadow is ..................... feet.
• (Now let your friend stand and you measure his/her shadow.)
• Do the same one hour later.
• Now my shadow is ................................................... (longer/shorter)
• Find out why?
 LO 4.2
• Use the balance and measure . . . .

1. .......................................... tops are heavier than my rubber.

2. 5 tops are.......................................... than my pencil. (lighter/heavier)

3. The rubber is.......................................... than my pencil.. (lighter/heavier)

4. My pencil is as heavy as....................................

5. My pencil sharpener is.................................. than my rubber. (lighter/heavier)

6. .......................................... tops measure the same as my pencil. They have the same mass.

 LO 4.5
• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my garden.......................................
• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked .................................... flowers.
• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were ............................................................. apples in the basket.
• Draw an apple:

from the top

from the side

from the bottom

 LO 1.8 LO 3.5
• Everything has a shape.
• Can you see what these shapes are?
• Join the shape to its name.
• What do these look like from the top?
• Guess – will their shapes be the same?

Yes or no?

• Give a reason for your answer.
• This is what they look like from the top. Join them.
 LO 3.1 LO 3.5

• Draw the cube/block from the top.
• Draw the cube/block from the x.
• Draw the cube/block from the bottom.
• Discuss the shapes of the cube’s/block’s faces which you have drawn.
• Choose one and colour it.
 The faces are all the same shape. The faces are all different.
 LO 3.1 LO 3.5
• This is a cube.
• It looks like a...............................
• This is a sphere.
• It looks like a................................
• Complete.

The ................................................................................ can roll.

The ..................................................................... cannot roll.

The ............................................................................ has corners.

The ................................................................. has no corners.

 LO 3.1 LO 3.2
• Draw:

a big cube

a small cube

a big sphere

a small sphere

 LO 3.1

## Assessment

Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 1.2: We know this when the learner counts forward and backwards in;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 100;

Learning Outcome 3: SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. ‘in front’ or ‘behind’);

Learning Outcome 4: MEASUREMENT : The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower).

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.

#### Questions & Answers

how do they get the third part x = (32)5/4
can someone help me with some logarithmic and exponential equations.
sure. what is your question?
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
so you not have an equal sign anywhere in the original equation?
Commplementary angles
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
a perfect square v²+2v+_
kkk nice
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
or infinite solutions?
Kim
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Al
y=10×
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
rolling four fair dice and getting an even number an all four dice
Kristine 2*2*2=8
Differences Between Laspeyres and Paasche Indices
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
is it 3×y ?
J, combine like terms 7x-4y
how do you translate this in Algebraic Expressions
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
what's the easiest and fastest way to the synthesize AgNP?
China
Cied
types of nano material
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
what is nano technology
what is system testing?
preparation of nanomaterial
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
what is system testing
what is the application of nanotechnology?
Stotaw
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.
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
how did you get the value of 2000N.What calculations are needed to arrive at it
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