# 2.6 Mass

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## Memorandum

• Number Concept to 600
• Operations:
• Addition – two and three digit numbers with and without regrouping of the ten.
• Subtraction – two and three digit numbers with and without regrouping of the ten.
• Multiplication – two digit number with a one digit number without regrouping the tens to 99.
• Division – two digit numbers divided by a one digit number without a remainder or regrouping the tens to 99.
• The 3× and 3÷ tables to the tenth multiple are taught. These conclude the tables to be learnt in Grade 3. Repetition and testing should be done regularly.
• The telling of time is very important. It is recommended that this be done classically as it requires much preparation and is immensely time consuming.

The learners each need a clock to handle and can construct one out of cardboard before the lesson.

In module 4 the number concept is extended to 600. Addition and subtraction calculations include two and three digit numbers. Multiplication and division calculations are done without regrouping of tens, and only up to 99.

In learning 3x and ÷ up to the 10th multiple, the tables that have to be mastered in Grade 3 are completed. Regular repetition and testing are vitally important from this stage on.

It is recommended that the reading of time be done with all the learners at the same time. Each learner must have a cardboard clock to use when the work is being done.

Such a clock can be made from a paper plate, or the learners can be allowed to design their own clock for Technology. However, it must be ready before the reading of time is started in class. A great deal of practical exercise is necessary before the learners can complete the worksheets.

Number concept is now extended from 400 to 600 and the number blocks of hundreds, tens and units, as well as the flared cards, (attached to Module 2), must still be used to promote the number concept. Give special attention once again to the 100 that must be regrouped when 300 and 500 are halved: 300 = 200 + 100 500 = 400 + 100

Counting in sixes must be done incidentally and can also be repeated on the multiples chart (Module 2). Learners must know: 1 dozen = 12 .

Learners must have the opportunity, and be encouraged, to say what they can deduce from the graph, what can change and what will not change, before they have to write about it. Such a discussion will give you a good indication of what the learners understand and which aspects need more attention.

Learning 3x and ÷ must be done on the mat and with the use of concrete apparatus. The worksheets are only there to apply what has already been taught.

Learners must get the opportunity in class, on a daily basis if possible, to take measurements with the ruler, the metre stick and the trundle wheel. The more practice they get, the more accurately they will measure. However, always encourage them to estimate first .

This is enrichment work and if you find that it is too advanced, it can be done at a later stage. There may be learners who would like to accept the challenge.

show that the set of all natural number form semi group under the composition of addition
what is the meaning
Dominic
explain and give four Example hyperbolic function
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Abdullahi
hi mam
Mark
find the value of 2x=32
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
how do we prove the quadratic formular
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
x+2y-z=7
Sidiki
what is the coefficient of -4×
-1
Shedrak
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