# 4.6 Number fun - module 8 - 03  (Page 2/2)

 Page 2 / 2

7. How many books must the shop sell to make R100?

Count: 5 + 5 + 5 + 5…………………………………………..

 LO 1.5
• Complete the graph.
 LO 5.5
• Complete the numbers on the number lines.
• Complete the number sentences.

8 + 1 – 2 =

4 + 4 – 1 =

3 + 2 + 2 =

7 – 1 – 1 =

2 + 2 – 3 =

3 + 2 – 4 =

5 + 3 – 4 =

7 – 4 – 3 =

10 + 6 + 1 =

10 + 3 + 3 =

10 + 7 + 0 =

10 + 1 + 4 =

10 + 6 – 1 =

17 – 2 =

16 – 3 =

15 – 1 =

14 – 4 =

13 – 2 =

 LO 1.7 LO 1.8 LO 1.9
• Discuss these activities.
• Mark the ones that take a long time, with 1.
• Mark the ones that take a short time, with 2.
• Colour in the pictures.
 LO 4.2
• I share out my marbles among my friends like this.
• How many does each get?
 LO 1.6
• I share out my sweets among my friends.
• How many does each one get and how many sweets are left over?
 LO 1.6
• Complete the counting pattern and join the numbers, e.g. count in two’s.
 LO 1.2 LO 2.2

## Assessment

Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 to at least 34 everyday objects reliably;

Assesseringstandaard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents;

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 100.

Learning Outcome 4: MEASUREMENT : The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assesseringstandaard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower);

Learning Outcome 5: DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects.

explain and give four Example hyperbolic function
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
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ok
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hi mam
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can you teacch how to solve that🙏
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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
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x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
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