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Division with a remainder but without the regrouping (decomposition) of the tens is taught. This demands much work in the range of the tables. The learners need to understand this stage very well before they work with higher numbers. Testing of the tables is essential.
In Module 5, the number concept is expanded to 800 . In addition and subtraction, two- and three-digit numbers are introduced. Multiplication is done with regrouping of tens. Division with a remainder, but without regrouping or breaking up of tens, is taught. Initially it is only done in the number range of the tables. The learners need to have a very good understanding of this before it can be extended to larger numbers. Testing of tables remains extremely important.
Here the learners are exposed to other ways of summarising data. An oral discussion of possible changes and the results thereof is necessary.
Ensure that the learners realise that they need to cover the distance between the school and their homes at least twice daily: They come to school and have to go home again.
The learners need to find out what the distance between home and school is before they do the work on this page.
This is the first Grade 3 Module to expose learners to determining particular points on a graph so that they can draw the graph, and for working with 2 sets of data on the same graph. You therefore need to be doubly sure that they understand how this is done. Easier examples could be discussed in preparation for the exercise.
Precede this with a discussion on what a bus looks like from the front and from the rear before you let the learners attempt the drawings.
Counting in 8’s must be done before the table at the bottom of this page is completed.
Learners must discover the relationship (pattern). There are similar patterns on p. 11.
This worksheet is simply aimed at determining the level of thinking involved with operations requiring addition and subtraction and finding out where special attention is required. The work sheet does not have to be completed in one session.
Concrete work is necessary to explain the regrouping of tens during multiplication.
Ensure that the learners understand the patterns where division is involved before expecting them to complete the exercises.
Here we deal with division with a remainder. Explain that it is sometimes impossible to divide the remainder into fractions, simply because of the nature of the problem.
E.g. 1 fried or boiled egg can be divided but 1 uncooked egg cannot be divided and shared.
This is written as the remainder (rem.) .
Begin with work in the number range of the tables (to tenth multiple). You will need much concrete work and lots of repetition, because it is very important that the learners understand what they are doing before you go on to larger numbers.
The learners must do research in books and pamphlets about the different traffic signs and discuss them before they complete the signs.
Many pictures and different objects with these shapes are required to ensure that the learners recognise all the shapes.
Make the learners aware of the fact that there is no easy way of folding or dividing for obtaining fifths of 2-D shapes. This must be determined by measuring .
It may be necessary to help the learners to determine the location of the first square that must be coloured in. Do not offer help if they are able to find it independently.
Encourage learners to tell where they live and how they would explain the route to their home to someone else. Help them to explain an easy route to find a certain room in the school.
Bonny and Tommy discovered patterns that helped them to do calculations easily.
Bonny’s netball team scored 16 goals in each match. They played 3 matches. How many goals did they score altogether?
18 players of Bonny’s group turned up for each of the last 5 netball practices. How many players attended the 5 practices altogether?
There were ___________________________________________________________
24 cars were parked in front of the school. How many wheels were there altogether?
There were ___________________________________________________________
Dad drives 14 km every day. How many km does he drive in 7 days?
He drives_____________________________________________________________
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 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;
Learning Outcome 2: 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 1 000;
Assessment Standard 2.4: We know this when the learner describes observed patterns.
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