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3.3 Nog hersiening

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Wiskunde

Desimale breuke

Opvoeders afdeling

Memorandum

13.4

a) 2 60 100 size 12{ { { size 8{"60"} } over { size 8{"100"} } } } {} 2,60
b) 13 625 1000 size 12{ { { size 8{"625"} } over { size 8{"1000"} } } } {} 13,625
c) 17 75 100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} 17,75
d) 23 875 1000 size 12{ { { size 8{"875"} } over { size 8{"1000"} } } } {} 23,875
e) 36 8 10 size 12{ { { size 8{8} } over { size 8{"10"} } } } {} 36,8

13.5 a) 0,83

  1. 0,2857142
  2. 0,8125
  3. 0,4

13.6

9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 11 2 size 12{ { { size 8{"11"} } over { size 8{2} } } } {} 325 100 size 12{ { { size 8{"325"} } over { size 8{"100"} } } } {} 43 5 size 12{ { { size 8{"43"} } over { size 8{5} } } } {} 201 8 size 12{ { { size 8{"201"} } over { size 8{8} } } } {} 4056 1000 size 12{ { { size 8{"4056"} } over { size 8{"1000"} } } } {} 199 5 size 12{ { { size 8{"199"} } over { size 8{5} } } } {}
4 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {} 5 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {} 3 25 100 size 12{ { { size 8{"25"} } over { size 8{"100"} } } } {} 8 3 5 size 12{ { { size 8{3} } over { size 8{5} } } } {} 25 1 8 size 12{ { { size 8{1} } over { size 8{8} } } } {} 4 56 1000 size 12{ { { size 8{"56"} } over { size 8{"1000"} } } } {} 39 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {}
4,5 5,5 3,25 8,6 25,125 4,056 39,8

14. a) 0,3

  1. 0,6
  2. 0,23

Leerders afdeling

Inhoud

Aktiwiteit: nog hersiening [lu 1.4.2, lu 1.10, lu 2.3.1, lu 2.3.3]

Ons kan breuke soos volg na desimale breuke herlei:

13.2 Het jy geweet?

Ons kan dit ook so bereken:

13.3 Watter van die bogenoemde metodes verkies jy?

Hoekom?

13.4 Voltooi die volgende tabelle:

13.5 Gebruik die deelmetode soos by 13.2 en skryf die volgende breuke as desimale breuke:

a) 5 6 size 12{ { {5} over {6} } } {} ........................................................................... ...........................................................................

...........................................................................

b) 2 7 size 12{ { {2} over {7} } } {} ........................................................................... ...........................................................................

...........................................................................

c) 13 16 size 12{ { {"13"} over {"16"} } } {} ........................................................................... ...........................................................................

...........................................................................

d) 4 9 size 12{ { {4} over {9} } } {} ........................................................................... ...........................................................................

...........................................................................

13.6 Kan jy die volgende tabel voltooi??

Onegte breuk 9 2 size 12{ { { size 8{9} } over { size 8{2} } } } {} 45 5 size 12{ { { size 8{"45"} } over { size 8{5} } } } {}
Gemengde getal 5 1 2 size 12{5 { { size 8{1} } over { size 8{2} } } } {} 25 1 8 size 12{"25" { { size 8{1} } over { size 8{8} } } } {} 39 4 5 size 12{"39" { { size 8{4} } over { size 8{5} } } } {}
Desimale breuk 3,25 4,056

14. KOPKRAPPERS!

Probeer eers sonder ’n sakrekenaar! Skryf die volgende breuke as desimale breuke:

a) 1 3 size 12{ { {1} over {3} } } {} ........................................................................... ...........................................................................

...........................................................................

b) 2 3 size 12{ { {2} over {3} } } {} ........................................................................... ...........................................................................

...........................................................................

c) 23 99 size 12{ { {"23"} over {"99"} } } {} ........................................................................... ...........................................................................

...........................................................................

15. Onthou jy nog?

Ons noem 0,666666666 . . . ’n repeterende desimaal. Ons skryf dit as 0, 6 size 12{0, {6} cSup { size 8{ cdot } } } {} .

Net so is 0,454545 . . . ook ’n repeterende desimaal en ons skryf dit 0, 4 5 size 12{0, {4} cSup { size 8{ cdot } } {5} cSup { size 8{ cdot } } } {} .

Ons rond dit gewoonlik af tot 1 of 2 syfers na die desimale teken: 0, 6 size 12{0, {6} cSup { size 8{ cdot } } } {} word 0,7 of 0,67 en 0, 4 5 size 12{0, {4} cSup { size 8{ cdot } } {5} cSup { size 8{ cdot } } } {} word 0,5 of 0,45

16. Tyd vir self-assessering

  • Maak ’n merkie in die toepaslike blokkie:
 JA NEE
Ek kan:
Desimale breuke met mekaar vergelyk en korrek orden
Die korrekte verwantskapstekens invul
Desimale breuke korrek afrond tot:
  • die naaste heelgetal
  • een syfer na die desimale teken
  • twee syfers na die desimale teken
  • drie syfers na die desimale teken
Breuke en gemengde getalle korrek na desimale breuke herlei
Verduidelik wat ’n repeterende desimaal i s

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 1.4: Dit is duidelik wanneer die leerder herken en gebruik ekwivalente vorms van die bogenoemde rasionale getalle, insluitend:

1.4.2 desimale breuke;

Assesseringstandaard 1.0: Dit is duidelik wanneer die leerder ‘n verskeidenheid strategieë gebruik om oplossings te kontroleer en die redelikheid daarvan te beoordeel.

Leeruitkomste 2: Die leerder is in staat om patrone en verwantskappe te herken, te beskryf en voor te stel en probleme op te los deur algebraïese taal en vaardighede te gebruik.

Assesseringstandaard 2.3: Dit is duidelik wanneer die leerder voorstellings maak van en verwantskappe tussen veranderlikes gebruik sodat inset- en/of uitsetwaardes op ‘n verskeidenheid maniere bepaal kan word deur die gebruik van:

2.3.1 woordelikse beskrywings;

2.3.3 tabelle.

Questions & Answers

Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
Kate Reply
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Kate Reply
what is the change in momentum of a body?
Eunice Reply
what is a capacitor?
Raymond Reply
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
Maria Reply
please solve
Sharon
8m/s²
Aishat
What is Thermodynamics
Muordit
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
Saheed Reply
50 m/s due south east
Someone
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
Ramon Reply
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
Someone
definitely of physics
Haryormhidey Reply
how many start and codon
Esrael Reply
what is field
Felix Reply
physics, biology and chemistry this is my Field
ALIYU
field is a region of space under the influence of some physical properties
Collete
what is ogarnic chemistry
WISDOM Reply
determine the slope giving that 3y+ 2x-14=0
WISDOM
Another formula for Acceleration
Belty Reply
a=v/t. a=f/m a
IHUMA
innocent
Adah
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
Nassze Reply
how do lnternal energy measures
Esrael
Two bodies attract each other electrically. Do they both have to be charged? Answer the same question if the bodies repel one another.
JALLAH Reply
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you. Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Robert
like charges repel while unlike charges atttact
Raymond
What is specific heat capacity
Destiny Reply
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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Source:  OpenStax, Wiskunde graad 7. OpenStax CNX. Oct 21, 2009 Download for free at http://cnx.org/content/col11076/1.2
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