# 2.24 To recognise and classify numbers in order to describe and

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## 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.
 4 IMPROPER FRACTION MIXED NUMBER 4.1 $\frac{\text{14}}{4}$ 3 $\frac{1}{2}$ 4.2 $\frac{\text{19}}{6}$ 3 $\frac{1}{6}$ 4.3 $\frac{\text{15}}{7}$ 2 $\frac{1}{7}$ 4.4 $\frac{\text{11}}{8}$ 1 $\frac{3}{8}$ 4.5 $\frac{9}{2}$ 4 $\frac{1}{2}$

## Common fractions

In Grade 5 we spent much time working with fractions. Before beginning this year’s work, we need to know how well you can remember what you have learned! See if you can link the words in column A with the correct meanings in column B:

 A B Numerator Indicates how many equal parts are coloured in/ taken Denominator Numerator is smaller than the denominator Equivalent fractions Consists of a whole number and a proper fraction and is always bigger than 1 Proper fraction Indicates the number of equal parts into which the whole has been divided Improper fraction Fractions of equal size Mixed (fractional) number The numerator is bigger than the denominator and the fraction is always bigger than 1

## Activity: to recognise and classify numbers in order to describe and compare them [lo 1.3.3]

1. Kom ons hersien nog! Werk saam met ‘n maat en sê watter breukdeel van die vierkant Work with a friend and indicate which fraction of the square is represented by:

A : ………………………………………………

B : ………………………………………………

C : ………………………………………………

A + C : …………………………………………..

B + C : …………………………………………..

C + D : …………………………………………..

A + D : …………………………………………..

A + B : …………………………………………..

B + D : …………………………………………..

2. All the answers comprise …………………………………………... fractions.

3. Take a look at the picture of the bowl of apples. Colour the apples that represent proper fractions yellow, the improper fractions green and the mixed numbers red.

4. Complete the table:

 IMPROPER FRACTION MIXED NUMBER E.g. thirteen fifths $\frac{\text{13}}{5}$ $2\frac{3}{5}$ 4.1 fourteen quarters 4.2 nineteen sixths 4.3 fifteen sevenths 4.4 eleven eighths 4.5 nine halves

## 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 1.3: We know this when the learner recognises and represents the following numbers in order to describe and compare them:

1.3.3 common fractions, including specifically tenths, hundreds and percentages.

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