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16.2
16.3 (1,1) (1,2) (1,3) (1,4) (1,5) (2,5) (2,4) (2,3) (3,3) (3,4) (3,5) (3,6)
(3,7) (4,7) (5,7) (6,7) (6,6) (7,6) (8,6) (8,5) (8,4) (8,3) (8,2) (8,1)
(9,1) (9,2) (9,3) (9,4) (9,5) (9,6) (9,7) (9,8) (8,8) (7,8) (7,9) (8,9)
(9,9) (9,10)
17.2
(a) 50, 7N
(b) 10, 2S
(c) 30, 5S
(d) 70, 5N
(e) 4W, 1N
(f) 5W, 3S
(g) 3W, 6N
(h) 10, 2N
19.
(a) 343
(b) 200
(c) 270 000
(d) 1 600 000
(e) 100
(f) 164
(g) 83
(h) 0
(i) 90
(j) 150
(k) 30
(l) R148
(m) 13
(n) 81
(o) 28
16. ANOTHER TYPE OF DATA
16.1 Did you know?
We can collect data or find information by plotting given co-ordinates on a grid.
Look carefully at the example.
The dot (l) is at (4,7).
The 4 indicates the horizontal number and the 7 indicates the vertical number.
16.2 Plot the following on the island.
16.3 Write down the co-ordinates for the route that a group of learners followed during a recent fun-run.
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16.4 CHALLENGE!
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17. Did you know?
17.1 Sometimes co-ordinates are combined with compass directions to find a certain place
You find the airport at 3W; 3N. (W = West; N = North)
17.2 Where will you find the following places?
a) Zoo ___________________________________________________________
b) Library ________________________________________________________
c) Shopping centre _________________________________________________
d) Park __________________________________________________________
e) Bus stop _______________________________________________________
f) Public swimming pool ____________________________________________
g) Station _________________________________________________________
h) Golf course _____________________________________________________
18. Time for self-assessment
|
Yes | Still Struggling |
| I was able to represent the information at 14.1 by means of a line graph. | ||
| I was able to draw the pie graph at 14.2. | ||
| I was able to correctly represent the number of votes in the election, in a pictogram. | ||
| I was able to draw a column graph at 14.4. | ||
| I was able to draw a double column graph at 14.5. | ||
| I was able to correctly answer the questions at 15.1 in connection with time. | ||
| I was able to interpret the given scale at 15.2 correctly and could answer the questions relating to it. | ||
| I was able to interpret the given co-ordinates on the map correctly and could carry out the instructions at 16.2. | ||
| I was able to correctly answer the questions referring to the combination of direction and co-ordinates (17.2). |
19. Let us see if you can get full marks for your last mental! Try to answer all the questions in less than 2 minutes!
a) 7³ = __________________________
b) 5² x 2³ = __________________________
c) 3³ x 10 4 = __________________________
d) 2 4 x 10 5 = __________________________
e) (4 x 7) ÷ (8 x 9) = __________________________
f) (12 x 9) ÷ (7 x 8) = __________________________
g) 16 ÷ 6 x 8 ÷ 19 = __________________________
h) (2 x 8 x 5 x 4 x 7) x 0 = __________________________
i) = __________________________
j) of 200 = __________________________
k) 0,3 = __________________________%
l) 25% of R592 = __________________________
m) (72 ÷ 9) ÷ (45 ÷ 9) = __________________________
n) (63 ÷ 7) x (54 ÷ 6) = __________________________
o) 92 – 9 x 4 – 28 = __________________________
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 1.8: We know this when the learner performs mental calculations involving squares of natural numbers to at least 10 ² and cubes of natural numbers to at least 5 ³ .
Learning Outcome 3: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.8: We know this when the learner locates positions on co-ordinate systems (ordered grids) and maps.
Learning Outcome 5: 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 5.9: We know this when the learner critically reads and interprets data presented in a variety of ways to draw conclusions and make predictions sensitive.
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