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end of ASSIGNMENT
There have been several attempts to reform our Western calendar with its months of different lengths. But it isn’t simple because the number of days in a year isn’t a whole number (that is why we need that peculiar way of determining leap years). It would be an improvement if all the months were the same length, and if the year could consist of four equal quarters. Many people have attempted to change the calendar, but unfortunately all these very clever ideas failed because our old system is so ingrained in our culture. If you want to read more about this, you can try looking up “calendar” in the “Encyclopaedia Britannica”. There’s a lot of material about different calendar systems in various cultures. Try finding something about the “World Calendar”.
CLASS WORK
1 Write down the formulae for calculating (a) the area of a square and (b) the volume of a cube. Use x as the variable.
2 Now complete this table.
| Length of line | Area of square | Volume of cube |
| x | x 2 | x 3 |
| 7 cm | ................................ | ......................... |
| 7,1 cm | ................................ | ......................... |
| 6,9 cm | ................................ | ......................... |
| 3 cm | ................................ | ......................... |
| 3,3 cm | ................................ | ......................... |
| 2,7 cm | ................................ | ......................... |
3 Say you had a cube that had to be measured by everyone in the class. All the side lengths of the faces are supposed to be 7cm, but not everyone measures very accurately. Then everybody uses his own measurements to calculate the volume of the cube. Will those measuring 1 mm more than 7 cm, make a bigger error in the volume than those measuring 1 mm less than 7 cm?
4 Now you have a square that has to be measured. All the side lengths are supposed to be 3 cm, but again your classmates get different measurements. Each again uses his own measurements, and calculates the area of the square. Will those measuring 3 mm more than 3 cm, make a bigger error in the area than those measuring 3 mm less than 3 cm?
THE FACE THAT LAUNCHED A THOUSAND SHIPS
Assessment
Measurement ω
| I can . . . | ASs | | | | Now I have to . . . |
| Recognise and use units of measurement | 1.3.2 | < | |||
| Name measuring instruments | 4.3 | ||||
| Do conversions | 4.1; 4.2 | ||||
| Measure accurately | 1.5 | > |
good average not so good
| For this learning unit I . . . | |||
| Worked very hard | yes | no | |
| Neglected my work | yes | no | |
| Worked very little | yes | no | Date : |
| Learner can . . . | ASs | 1 | 2 | 3 | 4 | Comments |
| Recognise and use units of measurement | 1.3.2 | |||||
| Name measuring instruments | 4.3 | |||||
| Do conversions | 4.1; 4.2 | |||||
| Measure accurately | 1.5 |
| Critical outcomes | 1 | 2 | 3 | 4 |
| Decodes, understands and solves problems | ||||
| Manages and uses information | ||||
| Accuracy | ||||
| Connects maths with the world |
| Educator: |
| Signature: Date : |
| Feedback from parents: |
| Signature: Date : |
| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems. |
| Assessment standards(ASs) |
| We know this when the learner : |
| 1.1 describes and illustrates the historical development of number systems in a variety of historical and cultural contexts (including local); |
| 1.2 recognises, uses and represents rational numbers (including very small numbers written in scientific notation), moving flexibly between equivalent forms in appropriate contexts; |
| 1.3 solves problems in context including contexts that may be used to build awareness of other learning areas, as well as human rights, social, economic and environmental issues such as: |
| 1.3.1 financial (including profit and loss, budgets, accounts, loans, simple and compound interest, hire purchase, exchange rates, commission, rentals and banking); |
| 1.3.2 measurements in Natural Sciences and Technology contexts; |
| 1.4 solves problems that involve ratio, rate and proportion (direct and indirect); |
| 1.5 estimates and calculates by selecting and using operations appropriate to solving problems and judging the reasonableness of results (including measurement problems that involve rational approximations of irrational numbers); |
| LO 4 |
| MeasurementThe learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. |
| We know this when the learner : |
| 4.1 solves ratio and rate problems involving time, distance and speed; |
| 4.2 solves problems (including problems in contexts that may be used to develop awareness of human rights, social, economic, cultural and environmental issues) involving known geometric figures and solids in a range of measurement contexts by: |
| 4.2.1 measuring precisely and selecting measuring instruments appropriate to the problem; |
| 4.2.2 estimating and calculating with precision; |
| 4.2.3 selecting and using appropriate formulae and measurements; |
CLASS WORK
1.1 One
1.2.1 cm of m
1.2.2 light years
1.2.3 months
1.2.4 litres
1.2.5 milligrams
1.2.6 degrees Fahrenheit
1.2.7 km 2 or hectares
1.2.8 kilometres per hour
1.2.9 m 3
1.2.10 Rand or millions or billions of rand
PROJECT
Encourage originality.
HOMEWORK ASSIGNMENT
2.1 ruler or measuring tape
2.2 scale
2.3 millilitres
2.4 litres
2.5 hygrometer
2.6 speedometer
ASSIGNMENT
CLASS WORK
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