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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.
13 ÷ 2 = 6½
Tommy wants to divide 13 marbles equally between himself and Jaco. How many marbles will each one get and how many will be left over?
Each one gets 6 and 1 is left over. (Tommy cannot halve the marble.)
The nearest multiple of 2 that is less than 13, is 12. He worked with 12 ÷ 2 and knew that 1 would be left over. (Regroup: 12 + 1) The 1 that is left over is known as the remainder . 13 ÷ 2 ¬ 6 rem. 1
Number sentence | Nearest multiple | Remainder | Complete number sentence |
1 3 ÷ 27 ÷ 21 1 ÷ 21 5 ÷ 21 9 ÷ 2 | 1 2 ÷ 2 = 6 | 1 | 1 3 ÷ 2 ¬ 6 rem 1 |
Number sentence | Nearest multiple | Remainder | Complete number sentence |
13 ÷ 317 ÷ 422 ÷ 526 ÷ 336 ÷ 1038 ÷ 523 ÷ 37 ÷ 49 ÷ 524 ÷ 10 |
Each one will get 33 one-cent pieces and 1 cent left over.
46 ÷ 4 ¬ | 68 ÷ 3 ¬ |
85 ÷ 2 ¬ | 59 ÷ 5 ¬ |
Your educator has bought 57 pencils. How many learners will each get 5 pencils and how many pencils will be left over?
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 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and nonunitary fractions (e.g. ¼, ¾);
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;
Learning Outcome 3: 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 environment and in pictures.
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