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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.
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