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.
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Leaner section
Content
Activity: to perform mental calculations [lo 1.9.1]
1. Work with a partner. Which subtraction sums are presented on the number lines?
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Assessment
Learning Outcome 1: The 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 Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1 measurements in Natural Sciences and Technology contexts.
Step 1: Find the mean. To find the mean, add up all the scores, then divide them by the number of scores. ...
Step 2: Find each score's deviation from the mean. ...
Step 3: Square each deviation from the mean. ...
Step 4: Find the sum of squares. ...
Step 5: Divide the sum of squares by n – 1 or N.
The sample of 16 students is taken. The average age in the sample was 22 years with astandard deviation of 6 years. Construct a 95% confidence interval for the age of the population.
Bhartdarshan' is an internet-based travel agency wherein customer can see videos of the cities they plant to visit. The number of hits daily is a normally distributed random variable with a mean of 10,000 and a standard deviation of 2,400
a. what is the probability of getting more than 12,000 hits?
b. what is the probability of getting fewer than 9,000 hits?
Bhartdarshan'is an internet-based travel agency wherein customer can see videos of the cities they plan to visit. The number of hits daily is a normally distributed random variable with a mean of 10,000 and a standard deviation of 2,400.
a. What is the probability of getting more than 12,000 hits