2.3 Multiplication  (Page 4/4)

• Write a number sentence and solve the problem. Show how you do it.

Mother bakes 20 cookies and packs them into 4 tins. How many cookies has she packed into each tin?

• She packed _____________________________________________________

Sometimes Bonny and Tommy use the number sentences to write their own stories. See if you can do it too. Then do the calculation.

• Use the blocks and design a pattern for the gift-wrap for Bonny and Tommy.

• Here are some gifts you could buy for Bonny and Tommy. Let us round off the prices to the nearest rand. If the cents are 50c or more than 50c, R1 is added, but if it is 49c or less, it is thrown away.

• Calculate how far you have walked. The distance between two dots is 2 metres.
• Walk along the path, count in twos and draw a circle around each dot where you complete the ten.

How far have you walked? _________m

Now you must measure the length of the rugby field. First decide how you can do it, and then which is going to be the best way.

The length of the rugby field is _______ m.

Have you walked further than the length of the rugby field?

____, I have______________________________________________

Who is going to join the party?

• Bonny and Tommy are still looking for friends they can invite to their party.
• To find out, add these blocks across and down. The first one has been done for you.

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

Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and nonunitary fractions (bv. ¼, ¾);

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

Assessment Standard 1.9: We know this when the learner performs mental calculations;

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.

Learning Outcome 3: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects

Assessment Standard 3.6: We know this when the learner reads, interprets and draws informal maps of the school environment or of an arrangement of three-dimensional objects and locates objects on the map;

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

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non- standard and standard measures.