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1.34 Om getalle te herken, te klassifiseer en voor te stel om hulle  (Page 2/2)

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1.1 19 + 21 + 17 = ............ 1.11 ............ ÷ 5 = 8
1.2 125 + 175 = ............ 1.12 45 ÷ ............ = 5
1.3 1 004 – 9 = ............ 1.13 ............ ÷ 9 = 8
1.4 Halveer 196 : ............ Skryf as ’n desimale breuk:
1.5 Verdubbel 225 : ............ 1.14 13 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} : ............
1.6 7 × 4 = ............ 1.15 124 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {} : ............
1.7 3 × 8 = ............ 1.16 1 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} : ............
1.8 ............ × 5 = 45 1.17 2 14 20 size 12{ { { size 8{"14"} } over { size 8{"20"} } } } {} : ............
1.9 ............ × 6 = 42 Skryf as ’n desimale breuk:
1.10 24 ÷ 4 = ............ 1.18 4,9 : ............
1.19 12,8 : ............
1.20 109,2 : ............

Honderdstes

Kyk goed na die volgende:

100 c = R1,00

1c = 1 100 size 12{ { {1} over {"100"} } } {} van ’n rand

1c = R 1 100 size 12{ { {1} over {"100"} } } {} R0,01

Aktiwiteit 5:

Om getalle te herken, te klassifiseer en voor te stel ten einde hulle te beskryf en te vergelyk [lu 1.3.3]

Om ekwivalente vorms van getalle te herken en te gebruik [lu 1.5.2]

1. Jy het seker al ontdek dat wanneer ons met rand en sent werk, ons eintlik met honderdstes werk. Kyk goed na die voorbeeld hierbo en skryf dan die volgende in rand:

1.1 4 c .........................

1.2 38 c .........................

1.3 2 c .........................

1.4 303 c .........................

1.5 460 c .........................

Het jy geweet?

1 100 size 12{ { { size 8{1} } over { size 8{"100"} } } } {} word so as ’n desimale breuk geskryf: 0,01. Ons lees dit as nul komma nul een. As ons minder as 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} het, moet ons ’n 0 (nul) as plekhouer skryf na die desimale komma in die plek van die tiendes.

Kom ons kyk weer na ons getallestelsel:

1 100 size 12{ { {1} over {"100"} } } {}

2. Watter breuk van die volgende is NIE ingekleur nie? Skryf dit ook as ’n desimale breuk.

2.1

2.2

2.3

2.4

2.5

2.6

Assessering

Leeruitkomstes(LUs)
LU 1
Getalle, Verwerkings en VerwantskappeDie leerder is in staat om getalle en die verwantskappe daarvan te herken, te beskryf en voor te stel, en om tydens probleemoplossing bevoeg en met selfvertroue te tel, te skat, te bereken en te kontroleer.
Assesseringstandaarde(ASe)
Dit is duidelik wanneer die leerder:
1.3 die volgende getalle herken en voorstel, sodat dit beskryf en vergelyk kan word:
1.3.3 desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in konteks van meting;
1.5 ekwivalente vorms van die bogenoemde getalle herken en gebruik, insluitend:
  • desimale breuke in terme van 0,5; 1,5; 2,5, ensovoorts, in die konteks van meting;
1.6 probleme in kontekste oplos, insluitend kontekste wat gebruik kan word om ‘n bewustheid van ander leerareas, asook van menseregte-, sosiale, ekonomiese en omgewingskwessies, te bevorder, soos:
  • meting in konteks van Natuurwetenskappe en Tegnologie;
1.8 deur geskikte bewerkings skat en bereken vir die oplossing van probleme in verband met die volgende te kies en gebruik:
  • (addisioneel) optel van positiewe desimale tot twee desimale syfers;
1.9 hoofberekenings uitvoer wat die volgende behels:1.9.1 optelling en aftrekking;1.9.2 vermenigvuldiging van heelgetalle tot minstens 10 x 10;
1.10 ‘n verskeidenheid tegnieke gebruik om sowel skriftelike as hoofberekeninge met heelgetalle te doen, insluitend:1.10.2 opbou en afbreek van getalle;1.10.5 gebruik van ‘n sakrekenaar;
1.11 ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid van oplossings te beoordeel.

Memorandum

AKTIWITEIT 1

1. 1.1 3 10 size 12{ { { size 8{3} } over { size 8{"10"} } } } {}

  • 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

2. 2.1 0,03

  • 0,6

2.3 0,4

3. 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {} ; 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} ; 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {} ; 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} ; 1 1 10 size 12{1 { { size 8{1} } over { size 8{"10"} } } } {} ; 1 3 10 size 12{1 { { size 8{3} } over { size 8{"10"} } } } {} ; 1 4 10 size 12{1 { { size 8{4} } over { size 8{"10"} } } } {} ; 1 5 10 size 12{1 { { size 8{5} } over { size 8{"10"} } } } {}

0,3; 0,7; 0,9; 1,2; 1,3

4. 4.1 0,8; 1; 1,2; 1,4; 1,6

4.2 4,1; 3,9; 3,7; 3,5; 3,3

4.3 2,5; 3,5; 4,5; 5,5; 6,5

4.4 2,8; 2,4; 2; 1,6; 1,2

4.5 9; 8,9; 8,8; 8,7; 8,6

AKTIWITEIT 2

1.1 4,3; 4,9; 5,5; 6,1; 6,7; 7,3; 7,9; 8,5; 9,1; 9,7

1.2 8,9; 8,5; 8,1; 7,7; 7,3; 6,9; 6,5; 6,1; 5,7; 5,3

AKTIWITEIT 3

1. 1.1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

  • 17 6 10 size 12{ { { size 8{6} } over { size 8{"10"} } } } {}
  • 8 4 10 size 12{ { { size 8{4} } over { size 8{"10"} } } } {}
  • 152 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {}
  • 1 5 10 size 12{ { { size 8{5} } over { size 8{"10"} } } } {} / 1 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

2. 2.1 0,8

  • 0,1
  • 0,6
  • 0,35
  • 0,6
  • 0,8

3. Verander noemer na 10 of 100 (ekwivalente breuke)

4. Teller + noemer =

AKTIWITEIT 4

12. 1.1 57 1.11 40

  • 300 1.12 9
  • 995 1.13 72
  • 98 1.14 13,4
  • 510 1.15 124,7
  • 28 1.16 1,8
  • 24 1.17 2,7
  • 9 1.18 4 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}
  • 7 1.19 12 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {}
  • 6 1.20 09 2 10 size 12{ { { size 8{2} } over { size 8{"10"} } } } {}

AKTIWITEIT 5

1. 1.1 R0,04

  • R0,38
  • R0,02
  • R3,03
  • R4,60

2. 2.1 86 100 size 12{ { { size 8{"86"} } over { size 8{"100"} } } } {} = 0,86

2.2 72 100 size 12{ { { size 8{"72"} } over { size 8{"100"} } } } {} = 0,72

2.3 44 100 size 12{ { { size 8{"44"} } over { size 8{"100"} } } } {} = 0,44

2.4 3 100 size 12{ { { size 8{3} } over { size 8{"100"} } } } {} = 0,03

2.5 10 100 size 12{ { { size 8{"10"} } over { size 8{"100"} } } } {} = 0,10

2.6 70 100 size 12{ { { size 8{"70"} } over { size 8{"100"} } } } {} = 0,70

Questions & Answers

how does Neisseria cause meningitis
Nyibol Reply
what is microbiologist
Muhammad Reply
what is errata
Muhammad
is the branch of biology that deals with the study of microorganisms.
Ntefuni Reply
What is microbiology
Mercy Reply
studies of microbes
Louisiaste
when we takee the specimen which lumbar,spin,
Ziyad Reply
How bacteria create energy to survive?
Muhamad Reply
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Muhamad
they make spores
Louisiaste
what is sporadic nd endemic, epidemic
Aminu Reply
the significance of food webs for disease transmission
Abreham
food webs brings about an infection as an individual depends on number of diseased foods or carriers dully.
Mark
explain assimilatory nitrate reduction
Esinniobiwa Reply
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
Elkana
Examples of thermophilic organisms
Shu Reply
Give Examples of thermophilic organisms
Shu
advantages of normal Flora to the host
Micheal Reply
Prevent foreign microbes to the host
Abubakar
they provide healthier benefits to their hosts
ayesha
They are friends to host only when Host immune system is strong and become enemies when the host immune system is weakened . very bad relationship!
Mark
what is cell
faisal Reply
cell is the smallest unit of life
Fauziya
cell is the smallest unit of life
Akanni
ok
Innocent
cell is the structural and functional unit of life
Hasan
is the fundamental units of Life
Musa
what are emergency diseases
Micheal Reply
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
Lubega
Heyy Lubega hussein where are u from?
_Adnan
en français
Adama
which site have a normal flora
ESTHER Reply
Many sites of the body have it Skin Nasal cavity Oral cavity Gastro intestinal tract
Safaa
skin
Asiina
skin,Oral,Nasal,GIt
Sadik
How can Commensal can Bacteria change into pathogen?
Sadik
How can Commensal Bacteria change into pathogen?
Sadik
all
Tesfaye
by fussion
Asiina
what are the advantages of normal Flora to the host
Micheal
what are the ways of control and prevention of nosocomial infection in the hospital
Micheal
what is inflammation
Shelly Reply
part of a tissue or an organ being wounded or bruised.
Wilfred
what term is used to name and classify microorganisms?
Micheal Reply
Binomial nomenclature
adeolu
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Source:  OpenStax, Wiskunde graad 5. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10993/1.1
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