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2.25 Om die getalle te herken en te klassifiseer om hul sodoende

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Wiskunde

Gewone breuke en desimale breuke

Gewone breuke

Opvoeders afdeling

Memorandum

Daar is 5 modules:

1. Getalbegrip, Optelling en Aftrekking

2. Vermenigvuldiging en Deling

3. Breuke en Desimale Breuke

4. Meting en Tyd

5. Meetkunde; Datahantering en Waarskynlikheid

4 Dit is belangrik dat opvoeders die modules in volgorde (soos hierbo genoem) sal doen, aangesien die leerders die vorige module se kennis en vaardighede benodig vir die daaropvolgende module.

3. GEWONE EN DESIMALE BREUKE (LU 1; 2 EN 5)

LEEREENHEID 1 FOKUS OP GEWONE BREUKE

  • Hierdie module is ‘n voortsetting van die werk wat in graad 5 gedoen is. Daar word uitgebrei op die optelling en aftrekking van breuke, en die berekening van ‘n breuk van ‘n sekere hoeveelheid word ook hersien.
  • Maak seker dat die leerders die korrekte terminologie bemeester het, asook die korrekte strategieë om bogenoemde korrek te bereken.
  • Kritieke Uitkoms 5 (Effektiewe kommunikasie deur visuele, simboliese, en/of taalvaardighede op verskillende maniere te gebruik) is hier van toepassing.
  • 3 weke behoort voldoende te wees om hierdie module te voltooi.
  • ** Aktiwiteit 17 is ‘n taak vir die portefeulje. Hoewel dit ‘n baie eenvoudige opdrag is, moet leerders in staat wees om dit netjies en akkuraat uit te voer. Leerders moet voor die tyd weet hoe opvoeders die taak gaan assesseer.

LEEREENHEID 2 FOKUS OP DESIMALE BREUKE

  • Hierdie module is ‘n uitbreiding op werk wat in graad 5 afgehandel is. Leerders moet nou in staat wees om desimale breuke korrek af te rond tot die naaste tiende, honderdste en duisendste. Beklemtoon weer die korrekte metode om op te tel en af te trek (vertikaal). Gee ook baie aandag aan die vermenigvuldiging en deling van desimale breuke.
  • Aangesien leerders laasgenoemde nogal moeiliker vind, kan 3 - 4 weke aan dié module spandeer word.
  • ** Aktiwiteit 19 is ‘n taak vir die portefeulje. Die opdrag is baie eenvoudig, maar leerders moet in staat wees om dit netjies en akkuraat uit te voer. Leerders moet voor die tyd weet hoe opvoeders die taak gaan assesseer.
4. ONEGTE BREUK GEMENGEDE GETAL
4.1 14 4 size 12{ { { size 8{"14"} } over { size 8{4} } } } {} 3 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}
4.2 19 6 size 12{ { { size 8{"19"} } over { size 8{6} } } } {} 3 1 6 size 12{ { { size 8{1} } over { size 8{6} } } } {}
4.3 15 7 size 12{ { { size 8{"15"} } over { size 8{7} } } } {} 2 1 7 size 12{ { { size 8{1} } over { size 8{7} } } } {}
4.4 11 8 size 12{ { { size 8{"11"} } over { size 8{8} } } } {} 1 3 8 size 12{ { { size 8{3} } over { size 8{8} } } } {}
4.5 9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 4 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

Leerders afdeling

Inhoud

Gewone breuke

In graad 5 het ons baie met breuke gewerk. Voordat ons egter by hierdie jaar se werk kan uitkom, wil ons eers weet hoe goed jy nog onthou! Kyk of jy die woorde in kolom A met die korrekte verduideliking in kolom B kan verbind:

In graad 5 het ons baie met breuke gewerk. Voordat ons egter by hierdie jaar se werk kan uitkom, wil ons eers weet hoe goed jy nog onthou! Kyk of jy die woorde in kolom A met die korrekte verduideliking in kolom B kan verbind:

A B
Teller Dui aan hoeveel gelyke dele is ingekleur / geneem
Noemer Teller is kleiner as noemer
Ekwivalente breuk Bestaan uit ‘n heelgetal en ‘n egte breuk en is altyd groter as 1
Egte breuk Dui aan in hoeveel gelyke dele die hele verdeel is
Onegte breuk Gelykwaardige breuke (breuke wat ewe groot is)
Gemengde getal Teller is groter as noemer en die breuk is altyd groter as 1

Aktiwiteit: om die getalle te herken en te klassifiseer om hul sodoende te beskryf en te vergelyk [lu 1.3.3]

1. Kom ons hersien nog! Werk saam met ‘n maat en sê watter breukdeel van die vierkant word voorgestel deur:

A : ………………………………………………

B : ………………………………………………

C : ………………………………………………

A + C : …………………………………………..

B + C : …………………………………………..

C + D : …………………………………………..

A + D : …………………………………………..

A + B : …………………………………………..

B + D : …………………………………………..

2. Al jul antwoorde is ……………………………………………………. breuke.

3. Kyk na die bak appels. Kleur die egte breuke appels geel in; die onegtes groen en die gemengde getalle rooi:

4. Voltooi die tabel:

Assessering

Leeruitkomste 1: Die 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.

Assesseringstandaard 1.3: Dit is duidelik wanneer die leerder die volgende getalle voorstel en herken sodat dit beskryf en vergelyk kan word:

1.3.3 gewone breuke, insluitend spesifiek tiendes, honderdstes en persentasies.

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Extuples Suppose that the short-run production function of certain cut-flower firm is given by: Q=4KL-0.6K2 - 0.112 • Where is quantity of cut flower produced, I is labour input and K is fixed capital input (K-5). Determine the average product of labour (APL) and marginal product of labour (MPL)
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Answer
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c
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Source:  OpenStax, Wiskunde graad 6. OpenStax CNX. Sep 15, 2009 Download for free at http://cnx.org/content/col11072/1.1
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