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  4. Tables and checks to arrange

3.4 Tables and checks to arrange and record data

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The noughts are place holders for the units, tenths and hundredths and may not be left out.

1 1000 size 12{ { {1} over {"1000"} } } {} 1 100 size 12{ { {1} over {"100"} } } {}

Activity 6:

To recognise, classify and represent numbers in order to describe and compare them [lo 1.3.3]

  1. Look carefully at the representations below. Which decimal numbers are represented in each one?

E.g.

U t h th
X
X X
X X X
X X X X

1.1

U t h th
X
X X
X X
X X
X X X
X X X

1.2

U t h th
x
x
x
x x
x x x
x x x

1.3

U t h th
x
x
x x
x x
x x x
x x x
x x x
  1. Can you write the above as mixed numbers / common fractions?

Activity 7:

To recognise, classify and represent numbers in order to describe and compare them [lo 1.3.3]

1. Colour in only the bags that are heavier than 1,5 kg:

2. In Module 1 we spoke a lot about the value and place value of numbers. (Do you remember?) Look carefully at the following numbers and then write down the value of each number that has been underlined:

E.g. 3,76 8 : 8 1000 size 12{ { {8} over {"1000"} } } {}

2.1 4,2 3 1 : _____

2.2 8, 9 23 : _____

2.3 289, 7 : _____

2.4 2 1,38 : _____

2.5 57,23 6 : _____

2.6 9,8 9 7 : _____

3. Compare the following numbers. Draw a circle around the smallest one.

Hint: You may change them to ordinary fractions / mixed numbers if you like – this may help you to get the answer more easily!

3.1 0,6 ; 0.06 ; 0,006

3.2 3,2 ; 0,32 ; 0,032

3.3 1,101 ; 1,111 ; 1,110

Brain-teaser!

What does one eighth ( 1 8 size 12{ { {1} over {8} } } {} ) look like as a decimal fraction?

And 3 8 size 12{ { {3} over {8} } } {} ?_____ And 5 8 size 12{ { {5} over {8} } } {} ? _____ And 7 8 size 12{ { {7} over {8} } } {} ?._____

Can your write 112 250 size 12{ { {"112"} over {"250"} } } {} as a decimal fraction? .

What does 350 500 size 12{ { {"350"} over {"500"} } } {} look like as a decimal fraction?

Explain how you got these answers WITHOUT using the calculator!

Assessment

Learning outcomes(LOs)
LO 1
Numbers, Operations and RelationshipsThe learner is 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 standards(ASs)
We know this when the learner:
1.3 recognises and represents the following numbers in order to describe and compare them:
1.3.3 decimal fractions of the form 0,5; 1,5; 2,5, and so on, in the context of measurement;
1.5 recognises and uses equivalent forms of the numbers listed above, including:
1.5.2 decimal fractions of the form 0,5, 1,5 and 2,5, and so on, in the context of measurement;
1.6 solves problems in context including contexts that may be used to build awareness of other Learning Areas, as well as human rights, social, economic and environmental issues such as:
  • measurements in Natural Sciences and Technology contexts;
1.8 estimates and calculates by selecting and using operations appropriate to solving problems that involve:
  • (additional) addition of positive decimals with 2 decimal places;
1.9 performs mental calculations involving:1.9.1 addition and subtraction;1.9.2 multiplication of whole numbers to at least 10 x 10;
1.10 uses a range of techniques to perform written and mental calculations with whole numbers including:
  • building up and breaking down numbers;
  • using a calculator;
1.11 uses a range of strategies to check solutions and judge the reasonableness of solutions;
LO 2
Patterns, functions and algebraThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
We know this when the learner:
2.6 determines, through discussion and comparison, the equivalence of different descriptions of the same relationship of rule presented
2.6.3 by number sentences.
We know this when the learner:
2.6 determines, through discussion and comparison, the equivalence of different descriptions of the same relationship of rule presented
2.6.3 by number sentences.
We know this when the learner:
5.3 organises and records data using tallies and tables;

Memorandum

Activity 1

1. 1.1 36 100 size 12{ { { size 8{"36"} } over { size 8{"100"} } } } {} = 0,36

1.2 1 7 100 size 12{1 { { size 8{7} } over { size 8{"100"} } } } {} = 1,07

1.3 3 6 10 size 12{3 { { size 8{6} } over { size 8{"10"} } } } {} = 3,6 / 3,60

1.4 42 85 100 size 12{"42" { { size 8{"85"} } over { size 8{"100"} } } } {} = 42,85

1.5 47 3 100 size 12{"47" { { size 8{3} } over { size 8{"100"} } } } {} = 47,03

BRAIN-TEASER!

1. 0,03

2. 0,09

3. 0,4

4. 0,8

5. 0,37

6. 0,59

Only one digit after the comma.

Pocket calculator does not show the last nought.

ACTIVITY 2

1.

A B C D

ACTIVITY 4

1. 1.1>

1.2>

1.3<

1.4<

1.5<

1.6 =

BRAIN-TEASER!

a) 0,75

  1. 0,04
  2. 0,15
  3. 0,34

ACTIVITY 6

1. 1.1: 5,026

  • :2,603
  • :0,359

2. 2.1: 5 26 1000 size 12{ { { size 8{"26"} } over { size 8{"1000"} } } } {}

2.2: 2 603 1000 size 12{ { { size 8{"603"} } over { size 8{"1000"} } } } {}

2.3: 359 1000 size 12{ { { size 8{"359"} } over { size 8{"1000"} } } } {}

ACTIVITY 7

1. 1,523; 1,52; 2,5; 2,146; 1,7; 1,510; 3,5

2. 2.1 3 100 size 12{ { { size 8{3} } over { size 8{"100"} } } } {}

2.2 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

2.3 7 10 size 12{ { { size 8{7} } over { size 8{"10"} } } } {}

2.4 20

2.5 6 1000 size 12{ { { size 8{6} } over { size 8{"1000"} } } } {}

2.6 9 100 size 12{ { { size 8{9} } over { size 8{"100"} } } } {}

3. 3.1 0,006

3.2 0,032

3.3 1,101

BRAIN-TEASER!

0,125; 0,375; 0,625; 0,875

0,448

0,7

Change denominator to 1 000 (equivalent fractions)
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Source:  OpenStax, Mathematics grade 5. OpenStax CNX. Sep 23, 2009 Download for free at http://cnx.org/content/col10994/1.3
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