2.1 Division  (Page 4/5)

Remember to use the following as guidelines:

1. Look only at mixed bouquets .
2. Consider the number of flowers in every bunch.
3. State in your report which of the vendors or florists is the cheapest and motivate your answer. Remember to show all your calculations.
4. Work neatly and hand in your project on time.

Activity 10:

To solve problems in context [lo 1.6]

1. Divide into groups of three. Ask your educator for the necessary paper and solve the following problems without the use of a calculator:

• 2 924 spectators have to be transported by bus to a soccer stadium. If every bus can seat 68 passengers, how many buses are needed to take everybody to the stadium?
• 55 educators were taken by taxi to the same stadium. If they had to pay R2 475 in total for the trip, how much money did each educator have to pay the driver?
• A group of rugby players decided to support their soccer-playing friends. If there were 2 010 rugby players in total, how many rugby teams attended the soccer matches? (There are 15 players in a rugby team).

2. Check your answers with a calculator.

3. Compare your solutions to those of the other groups in class.

4. Discuss the differences and / or similarities between the different methods used.

Activity 11:

To determine the equivalence and validity of different representations of the same problem by means of comparison and discussion [lo 2.6]

• In the previous activity you used your own strategies and methods to solve the problems. In the next activity the answers have already been calculated. Work with a friend and explain to each other the different solutions to the problem:

There are 7 310 books in the school library. The librarian wants to put 34 books on each shelf. How many shelves does she need?

1. I calculate my answer by doing repeated subtraction .

I know 34 × 100 = 3 400.

Thus: 7 310

- 3 400 (100)

3 910

- 3 400 (100)

510

- 340 (10)

170

- 170 (5)

- - -

The answer is thus 100 + 100 + 10 + 5 = 215

2. I must calculate 7 310 ÷ 34. I do this by multiplication .

34 × 100 = 3 400, so 34 × 200 = 6 800

7 310 – 6 800 = 510

34 × 10 = 340

510 – 340 = 170

34 × 5 = 170

170 – 170 = 0

The quotient is thus 200 + 10 + 5 = 215

1. 7 310 = 3 400 + 3 400 + 340 + 170

Thus: (3 400 ÷ 34) + (3 400 ÷ 34) + (340 ÷ 34) + (170 ÷ 34)

= 100 + 100 + 10 + 5

= 215

6. Can you think of another method to calculate 7 310 ÷ 34?

7 Explain the method used at no. 5 to your class. (Imagine YOU are the teacher!)

8. Which of the above methods do you prefer?

Why?

Activity 12:

To calculate by using selected computations [lo 1.8.5]

1. You have now looked at a variety of methods that we can use for division. Now let us concentrate on only one of them. Find the quotient of the following by using the method as applied to no. 5 on the previous page.