The learning programme for grade six consists of five modules:
1. Number concept, Addition and Subtraction
2. Multiplication and Division
3. Fractions and Decimal fractions
4. Measurement and Time
5. Geometry; Data handling and Probability
It is important that educators complete the modules in the above sequence, as the learners will require the knowledge and skills acquired through a previous module to be able to do the work in any subsequent module.
COMMON AND DECIMAL FRACTIONS (LO 1; 2 AND 5)
LEARNING UNIT 1 FOCUSES ON COMMON FRACTIONS
This module continues the work dealt with in grade 5. Addition and subtraction of fractions are extended and calculation of a fraction of a particular amount is revised.
Check whether the learners know the correct terminology and are able to use the correct strategies for doing the above correctly.
Critical outcome 5 (Communicating effectively by using visual, symbolic and /or language skills in a variety of ways) is addressed.
It should be possible to work through the module in 3 weeks.
** Activity 17 is designed as a portfolio task. It is a very simple task, but learners should do it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
LEARNING UNIT 2 FOCUSES ON DECIMAL FRACTIONS
This module extends the work that was done in grade 5. Learners should be able to do rounding of decimal fractions to the nearest tenth, hundredth and thousandth. Emphasise the use of the correct method (vertical) for addition and subtraction. Also spend sufficient time on the multiplication and division of decimal fractions.
As learners usually have difficulty with the latter, you could allow 3 to 4 weeks for this section of the work.
** Activity 19 is a task for the portfolio. The assignment is fairly simple, but learners should complete it neatly and accurately. They must be informed in advance of how the educator will be assessing the work.
1.1 48
1.2 5
1.3 6
1.4 6
1.5
1.6
1.7
1.8
1.9 33
1.10 951
1.11 9995
1.12 49
1.13 33
1.14 108
1.15 12
Leaner section
Content
Activity: to perform mental calculations [lo 1.9.1, lo 1.9.2]
Let's see how you cope in the first mental arithmetic test!
1.1 8 × 6 = ...................
1.9. 37 + .............................… = 70
1.2. 7 × ..............… = 35
1.10. 1 000 – 49 = .........................
1.3. 42 ÷ 7 = .............….
1.11. 10 003 – 8 = ........................
1.4. 54 ÷ ..............… = 9
1.12. 16 + 18 + 15 = ...................
1.5.
=
1.13. 27 + .........................… = 60
1.6.
=
1.14. 12 × 9 = ................…..........
1.7.
=
1.15. 96 ÷ ..........................… = 8
1.8.
=
Colour in: My results are
GOOD
AVERAGE
WEAK
Do you remember this?
Simplification involves writing the fraction in a simpler form. This means that it is an equivalent fraction with a smaller numerator and denominator. For
simplifying a fraction, we have to
find a number that can be used to divide the numerator and denominator exactly.
Remember to look for the largest number that can be used to divide!
Assessment
Learning Outcome 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.
Assessment Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 addition and subtraction;
1.9.2 multiplication of whole numbers to at least 12 x 12.
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
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