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Mathematics

Bonny and tommy’s school féte

Educator section

Memorandum

It is imperative that the educator is familiar with the content of this module before it is given to the learners, as this module contains advanced and enrichment work. Learners in the first two groups should find it a challenge and should be able to cope with it. Do not expose learners to tasks that are too difficult for them and which frustrate them. (Select according to their abilities).

The activities, the construction of mobiles, can be done classically. They can be combined with Technology.

Number Concept to 1 500

Operations:

  • Addition, subtraction and multiplication – two and three digit numbers with and without regrouping of the tens and the hundreds;
  • Division – two digit numbers with regrouping of the tens and remainders,
  • e.g. 66 ÷ 4 =

In Module 7 number concept is extended to 1500. All addition, subtraction and multiplication calculations are performed with 2-digit and 3-digit numbers with and without regrouping of hundreds and tens. Division is only done with 2-digit numbers with regrouping of tens, with a remainder e.g. 66 ÷ 4 =

A discussion about the féte is necessary beforehand so that the learners may order their thoughts and plan the picture.

The learners must understand counting onwards from one thousand very well. Use similar number blocks from 1 101 to 1200, 1201 to 1300, 1301 to 1400 and 1401 to 1500 if necessary.

Shopping games should be used to help learners to calculate change.

Give special attention to equal quantities of and mℓ.

Use the posters for more calculations and provide opportunities for the learners to ask one another to do certain calculations.

This is an activity to be done on the playground. Let the learners measure with a trundle wheel.

Learners are expected to be able to count in a language other than their home language. If there are learners in the class who are proficient in another language, they should be given the opportunity to do so.

These involve consolidation of operations. Attend to problem areas.

The calculations of fractions of numbers may cause problems for some learners. Encourage them to try, even if they only accomplish the easier ones.

The 8x and ÷ are done simultaneously with eights. It is not compulsory for them to know these.

Multiplication is done with regrouping of hundreds as well as tens.

This activity tests the learners’ knowledge of numbers and reasoning abilities.

Division with regrouping the tens and a remainder requires much practice in the concrete. Learners must be able to say how they think and what they are doing before they attempt written work. Much practice is needed.

Encourage learners to test their operations.

This activity cannot be completed in one day. It can be combined with Technology. If there is not enough time, learners can be divided into groups of 5 to allow each learner to complete 1 shape, in which case the group will make a collective mobile sharing all knowledge with one another. If they find folding and pasting the round edges of the cone and cylinder they can paste these on the outside or they can cut off the round edges.

The shapes should preferably be duplicated on manilla, but if this is not available, use ordinary paper.

Leaner section

Content

Activity: multiplication and division [lo 1.1, lo 1.8, lo 1.8, lo 1.10]

  • The 3 ladies baking the pancakes have already each finished 142.
  • How many did they bake altogether?

Use the method that you prefer to solve these problems.

  • Dad, Mom, Bonny and Tommy each collected R94 for the school. What is the total amount that they collected altogether?
  • Tommy and Robby each picked up 157 empty cool drink tins to throw into the bin. How many tins did they pick up altogether?
  • Write your own story to match the number sentence. Do the operations.

86 x 3 = ________________________________

136 x 5 = _______________________________

  • Complete:

Operations:

Addition: We find the sum or the total.

Subtraction: We find the difference.

Multiplication: We find the product.

Division: We find the quotient.

  • Complete the sentences with the correct answers:

1. The total of 19, 10 and 25 is ______________________________________

2. The difference between 45 and 54 is _________________________________

3. The product of 23 and 4 is _________________________________________

4. The quotient of 36 and 2 is ________________________________________

5. The half of 96 is _______________________________________________

6. Thirty five is the half of ______________________________________

7. One hundred and twenty five doubled is ______________________________

8. Eight quarters are _______________________________________________ wholes.

9. The sum of two numbers is 145. The one number is 115 and the other number is ________________________________________________________

Draw a x next to the correct word: True False
The half of 125 is 62½ .
1 010 comes before 1 001
6 tens + 8 units + 2 hundreds is 682
(A quarter of 12) x 100 = 300
1 049>1 409
( ½ x 100) + ( ½ x 1 000) + ( ½ x10) = 555
  • Dad has 54 marbles and he wants to divide them equally among 4 boys. How many marbles will each get and how many will be left over?

Ø I always test my answers by doing the opposite operation.

Ø I test a division operation with a multiplication.

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 1.1: We know this when the learner counts forwards and backwards;

Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 number-lines;

1.10.4 rounding off in tens.

Questions & Answers

How we are making nano material?
LITNING Reply
what is a peer
LITNING Reply
What is meant by 'nano scale'?
LITNING Reply
What is STMs full form?
LITNING
scanning tunneling microscope
Sahil
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
Bob
The nanotechnology is as new science, to scale nanometric
brayan
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Damian
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
How can I make nanorobot?
Lily
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
how can I make nanorobot?
Lily
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Mathematics grade 3. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11128/1.1
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