afrikaans eerste addisionele taalte wys. sy was net in china beskikbaar. die chinese het sywurmplase...

Afrikaans Eerste Addisionele Taal

Gr6

Votooi Afdeling 9 (Wat wil ek word) in die handboek.

Bladsy 104 -113

Mondeling opdrag soos aangeheg

of 1

DE KUILEN PRIMARY SCHOOL

AFRIKAANS EERSTE ADDISIONELE TAAL Kwartaal 2 Taak 2 Voorbereide toespraak Tyd: 10 min Datum: ____________________ Totaal: ______/20 _____% Naam en van: ____________________________ Gr 6_____

Instruksies:

Kies een van die onderwerpe hieroder en berei ‘n toespraak voor. Jy moet ‘n inleiding, 2-3 feite en ‘n slot hê.

Jy het 30 min om die toespraak te skryf en te leer. • My grootste bekommernis vir die toekoms is...

• As ek ‘n dier was sou ek ‘n ………… wees.

• As ek groot is…….

• As ek in beheer van die wêreld was….

• Wat is die karakter van ‘n held (hero) en hoekom?

• Goeie manier tel.

• Kinders moet nie televisie kyk nie.

• Wat is jou bynaam (nickname) en hoe het jy dit gekry?

• Verduidelik 3 gebruike van ‘n potlood buiten om te skryf.

• Hoekom is huiswerk sleg vir jou gesondheid?

• Hoe sou ons klas anders wees as jy die onderwyser was?

• Wat is die moeilikste ding wat jy al ooit gedoen het?

• Oortuig die skoolhoof dat kinders by die huis moet bly as hulle verjaar.

• Leerders moet of moet nie skoolklere dra.

• Die grootste geskenk wat ons ander kan gee is…..

Houding – Die leerder blyk vol selfvertroue te wees en seker van hom/haarself. Die leerder maak ook die aanbieding interresant deur gebruik te maak van van stembuiging.

5 4 3 2 1

Oogkontak

Argumente en uiteensetting daarvan.

5 4 3 2 1

Aanbieding van die toespraak 5 4 3 2 1

Grade 6 English Home Language

27 July – 7 August

My fellow De Kuilians ☺

Firstly, the Whatsapp group is dead, but still live. Please join the group and ask

questions!

https://chat.whatsapp.com/LUosxzTltUh7Vx8fboHdRH

The following work must be completed in the time away from school:

- Writing a book review. Page 85 in Platinum textbook. This is not a book

review in a table like we have done a couple of times this year, but

rather a book review in the form of paragraphs. The learners must

please follow the instructions on page 85 (bottom of page). In workbook.

- The continuous tenses: Page 86 number 1 and page 87 number 2

(middle of page) in Platinum textbook written in workbook.

- Reading comprehension. Page 88 and 89 number 1 - 4 in Platinum

textbook written in workbook.

- Tenses. Page 90 number 5 in Platinum textbook. Rewrite the paragraph

and put the verbs in brackets in the correct tense in workbook.

- Reading comprehension. Page 94-96 in Platinum textbook. Learners read

the story and answer number 1-5 in workbook.

- Language practice: Idioms. Page 97 in platinum textbook. Learners

rewrite idiom and copy the correct meaning next to the idiom (from the

meanings provided) in workbook.

- Language practice: Auxiliary verbs. Page 100 in Platinum textbook

number 1 written in workbook.

- Language practice: Perfect tense. Page 101 in Platinum textbook

number2 written in workbook.

Please encourage the learners to write correct headings in their workbooks.

Stay safe!

Theron Fourie

https://chat.whatsapp.com/LUosxzTltUh7Vx8fboHdRH

Geography -Geografie

Complete the following units in the Geography textbook:

Unit 2

What people trade

p33 – 34

Unit 3

Resources and their values

P35 - 40

History Worksheets

The worksheets are set up to be memorandums to the work sent home during the

lockdown, however, some have space for answers. In the case where the learner has

already answered these questions, they don’t have to do it again, but they could

compare their answers to the memorandum. If the learner has not done so, please

complete the worksheets on the spaces provided. It is important that learners practise

to answer from their own thoughts and experiences.

Worksheet 1:

• Answer the questions

• Learners colour the picture with dark clothes. (Look on Google images of

“renaissance clothing” for inspiration.)

Worksheet 2:

• Answer the questions.

• For enrichment, more videos on Leonardo da Vinci can be watched.

Worksheet 3:


• Mistake on essay question: last paragraph states “magnetic telescope”, it should

be “astronomic telescope.”

• Ensure that learner knows the content of the essay question.

Worksheet 4:


• Ensure that learners understand the content.

Should there be any enquiries:

[email protected]

LAERSKOOL DE KUILEN

SW: GESKIEDENIS Kwartaal 2 Werkkaart 4 Redes vir Europese Ontdekkingsreise

1. Skryf die volgende twee nuwe woorde op jou papier, met hul beskrywings: (Jy mag

die woord in kleur skryf, maar die beskrywing moet met blou pen wees.)

belasting: Geld wat deur regerings gehef is om uitgawes te dek.

Wins: Geld maak deur iets vir meer te verkoop as waarvoor dit gekoop is.

2. Ons gaan nou kyk waarom mense oor die wêreld wil reis.

2.1 Het jy al na ‘n ander land gereis?

____________________________________________________________________________

2.2 As jy na enige plek in die wêreld kon reis, waarheen sou jy graag wou gaan? (Ja, jy moet ‘n plek

kies en ja, jy mag meer as een kies. “Enige plek” kan ook iewers in Suid-Afrika wees.)

_____________________________________________________________________________

2.3 Hoekom sal jy wil gaan? Noem 3 redes. (Ja, 4 redes is ook reg.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Bonus: As jy prentjies wil plak / teken van waarheen jy wil reis, mag jy. Jy kan ook vir die klas

daarvan kom vertel. Jy kan dit ná hierdie werkkaart in jou boek doen.

3. Die prentjies hieronder is vir jou leidrade tot redes waarom die Europeërs die wêreld

verken het. Kyk na die prentjies en skryf neer wat jy dink elke prentjie se rede vir Europese

reise was. (Moet nog nie die leesstuk lees nie.) Skryf die letter en dan wat jy dink. Bv. D:

Verveeldheid.

A: Nuuskierigheid B: handel C: Verspreiding van die

Christelike geloof. 4. Lees nou die leesstuk op die volgende blad en beantwoord dan die vrae wat volg so volledig as moontlik:

4.1 Nadat jy die leesstuk gelees het, kyk weer na die prentjies. Skryf nou weer neer wat jy dink elke prentjie se rede vir Europese reise was, maar hierdie keer moet jy die leesstuk gebruik om jou te help.

Nuuskierigheid oor die wêreld

Handel

Verspreiding van die Christelike geloof

4.2 Skryf 2 sinne wat elke rede verduidelik. Jy kan jou eie woorde gebruik.

Nuuskierigheid oor die wêreld: Mense het nou anders begin dink oor die wêreld. Hulle was

nuuskierig oor die res van die wêreld en wou meer daarvan leer.

Handel: Hulle het met ander mense uit ander lande begin handel dryf. Hulle het ander

hulpbonne en produkte gekry wat hulle nie noodwendig in hul eie land sou kry nie.

Verspreiding van die Christelike geloof: Die meeste mense in Europa was Christene. Die Bybel

sê dat Christene vir ander van Jesus moet vertel en hulle wou dit graag in ander lande gaan

doen.

4.3 Organiseer die redes in die volgorde van belangrikheid. Begin met wat jy dink die belangrikste rede is.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

4.4 Hoekom kon die mense in Europa nie net hul eie speserye kweek nie?

Die klimaat en die grond was nie noodwendig geskik nie. Dit was te koud vir sommige speserye

en die grond het nie die regte voedingswaarde gehad nie.

4.5 Handel was ‘n groot rede vir reis. Waarom wou hulle so graag met die mense uit die Ooste handel dryf? Gee 3 redes.

Hulle het daar produkte, soos speserye, gekry wat hulle nie noodwendig in hul eie land sou kry

nie. Hierdie speserye het gehelp om hul kos langer vars te laat bly.

Hulle het met silwer en goud begin verhandel, wat meer werd was.

Hulle wou sy gehad het, wat ‘n teken van status was.

4.6 Waarom het die Europeërs eerder ‘n ander roete probeer vind om te reis?

Die Arabiere het teveel belasting gevra en daarom wou hulle ‘n ander roete kry, sodat hulle nie

meer die belasting hoef te betaal nie en hulle sodoende ‘n groter wins kon maak.

4.7 Met soveel mense uit verskillende kulture en wat met mekaar handel dryf, kan daar nogal probleme opduik. Wat dink jy sou ‘n probleem wees?

Taal sou ‘n groot probleem wees. Hulle kon nie die tale van die verskillende lande en kultuur

vooraf leer nie. Baie misverstande kon plaasvind.

4.8 Wat is ruilhandel?

Mense ruil produkte onder mekaar uit, eerder as om produkte met geld te koop.

4.9 Noem karaktereienskap wat jy dink ’n mens moet hê om ‘n ontdekkingsreisiger te kan wees?

Dapperheid, deursettingsvermoë (enige iets in hierdie trant)

4.10 Dink jy die reisigers het dit reggekry om die Christelike geloof na ander lande te versprei?

Ja, baie mense in ander lande het Christene geword. Baie reisigers het in die nuwe lande gaan

woon en daar vir ander mense van Jesus vertel. Daar is baie Christene oor die wêreld.

Redes vir ontdekkingsreise

Hoewel daar baie redes vir hierdie ontdekkingsreise was, bespreek ons net ‘n paar.

Nuuskierigheid oor die wêreld:

Uit die vorige werkkaarte het ons geleer dat die Renaissance mense se denke verander het.

Hulle wou nuwe dinge ontdek en leer. Dit het gemaak dat hulle meer van die res van die wêreld

wou leer en het hulle interaksie met mense uit ander lande verander. Hulle het begin om met

ander mense handel te dryf.

Handel:

Mense in Europa kon nie alles wat hulle wou hê self produseer nie. Hulle klimaat is bv. nie geskik

vir die kweek van sekere plante nie. Hulle moes vêr en vir lang tye reis om speserye te gaan kry.

Eers het hulle oor die land, die kortste roete, gereis om by die Oosterse lande uit te kom. Hulle

het met lande soos Arabië, China en Indië handel gedryf. Die Arabiere het baie mag oor hierdie

roete gehad en baie belasting gevra. Die Europiërs besluit toe om eerder ‘n ander roete te

probeer vind, sodat hulle ‘n groter wins kan maak. Hierde roete sou oor die see moes wees.

Hulle het toe nog nie eers geweet dat Afrika bestaan nie. Wow! (Onthou, hulle het nie vliegtuie

en luukse skepe gehad nie.) Hulle moes in karvele reis. So begin die reis na die Ooste oor die

see. Ons sal ‘n bietjie later weer hiervan leer.

Waarmee het hulle handel gedryf?

Onthou, daar was nog nie yskaste nie en hulle was maande, selfs jare op die skepe. Dink maar

wat gebeur met jou kosblik as jy hom na ‘n lang vakansie in jou tas ontdek. Jiggie! Daardie mense

moes planne maak om hul kos vars te hou. Speserye soos sout het hiermee gehelp. Die mense

in Europa wou ook ander speserye hê om hul kos lekker te laat smaak en hul kos langer te laat

hou. Sout kon hulle self kry, maar die ander speserye moes hulle in die Oosterse lande gaan

koop, waar dit lekker tropies en warm is.

Hulle het ook meer met silwer en goud begin verhandel. Hulle het meer muntstukke gebruik om

handel te dryf, eerder as ruilhandel.

Sy was ook belangrik. Al die ryk mense in Europa het klere en serpe van sy gedra om hul status

te wys. Sy was net in China beskikbaar. Die Chinese het sywurmplase gehad en allerande

pragtige klere en lappe van sy gemaak.

Verspreiding van die Christelike geloof:

Die regeerders en mense in Europa was op daardie stadium (die laat 1400’s) meestal Christene en wou die geloof na ander lande versprei. In die Bybel sê dit dat Jesus vir die mense gesê het om vir ander van Hom te vertel en dit het baie reisigers gemotiveer om die geloof na ander lande te versprei. Aangepas uit Platinum Handboek

DE KUILEN PRIMARY

SS: HISTORY Term 2 Work sheet 4 Reasons for European exploration

1. Write the following two new words, with their descriptions on your page. (You may write the word in colour, but the description must be in blue pen.)

taxes: Money collected by governments to cover costs of the country.

profit: Gain money by selling something for more than it was bought.

2. We are going to take a look at why people travel over the world.

2.1 Have you ever travelled to a different country?

______________________________________________________________________________

2.2 If you could travel to any place in the world, where would you want to go? (Yes, you must choose

a place and yes, you may choose more than one. “Any place” can also be somewhere in South

Africa.)

______________________________________________________________________________

2.3 Why would you want to go? Give 3 reasons. (Yes, 4 reasons are also fine.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Bonus: If you want to paste / draw pictures of the place you want to visit, you may. You can also

come and tell us about it. Yes, you may do it on a separate page or on the next page in your book.

3. The pictures below are clues as to why the Europeans travelled and explored the world.

Look at the pictures and then write down the reason that is depicted by each picture. (Don’t

read the passage yet.) Write down the letter and what you think. Example: D Boredom.

A: curiosity B: Trading C Spreading the

Christian religion. 4. Now you must read the passage on the next page and answer the following questions as thorough as possible.

4.1 After you have read the passage, look at the pictures again. Once again write what you think the reason for exploration was at each picture, but this time, you must use the passage to help you.

Curiosity about the world.

Trading

Spreading the Christian religion.

4.2 Write two sentences to explain each reason. You may use your own words.

Curiosity about the world: People started to think differently about the world. They were

curious about the rest of the world and wanted to learn more about it.

Trading: They started to trade with people from other countries. They traded their products

for resources and products which they could not necessarily find in their own country.

Spreading of the Christian religion: The most people in Europe were Christian. The Bible says

that Christians should tell others of Jesus and they wanted to do just that in other countries.

4.3 Write the sentences in order of importance, starting with what you think is the most important.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4.4 Why could the Europeans not grow their own spices?

The climate and the soil was not necessarily suitable. It was too cold for some spices and the

soil did not necessarily have the correct nutrients.

4.5 Trade was such a significant reason for travel. Why were they so eager to trade with the people from the East? Give three reasons.

Products such as spices were found there, which they did not necessarily find in their own

countries. These spices helped them to keep their food edible for longer.

They started to trade with silver and gold, which was worth a lot more.

They wanted silk, which was a status symbol.

4.6 Why did the Europeans try to find a different route to travel?

The Arabians asked too much taxes on their route. Therefore the Europeans wanted to find a

different route, in order for them to make more profit.

4.7 With so many different cultures who trade with one another, a lot of problems may arise. What do you think might be a problem?

Language would have been a big problem. They could not learn the languages of the new

countries and cultures in advance. A lot of misunderstandings could take place.

4.8 What is bartering?

People trade products rather than money to buy new things.

4.9 What characteristic that you think one must have to be an explorer such as these Europeans?

bravery, perseverance (anything in this regard)

4.10 Do you think these travelers succeeded in spreading the Christian faith?

Yes, a lot of people in other countries became Christians. Many travelers stayed behind in

the new countries to build their lives there and so doing told others about Jesus. There are

many Christians around the world.

Reasons for exploration

Even though there were any reasons for these travels of exploration, we will only discuss a

couple of them.

Curiosity about the world:

From the previous worksheets we learned that the Renaissance changed the way people

thought. They wanted to explore and learn. People wanted to learn about the world and it

changed the way they interacted with people from different countries. They started to trade with

other people.

Trade:

Europeans could not produce everything they wanted themselves. Their climate is, for example

not suitable for the growing of particular plants. They had to go on far, long journeys to get spices.

At first they took the shorter route, across land to the Eastern countries. They traded with people

from Arabia, China and India. The Arabs had much power over this route and charged a lot of

taxes. The Europeans then decided to explore a different route, so that they could make more

profit. This route would have to be across the ocean. At that stage they did not even know that

Africa existed. Wow! (Remember, they did not have aeroplanes or luxury ships.) They travelled

in caravels. So the journey across the ocean began. We will learn a bit more about it later on.

What did they trade with?

Remember, there were no fridges yet and they were on ship for months, even years on end. Just

think what happens to your lunchbox if you discover it in your bag after a long holiday. Eew!

These people had to make other plans to keep their food fresh. Spices like salt helped a lot. The

Europeans also wanted to add better taste to their food and let it last longer. Salt they could get

themselves, but other spices they had to get from other countries, where the tropical climate was

nice and warm.

They also started to trade more with silver and gold. They used coins rather than bartering.

Silk was also important. They rich people in Europe dressed in clothes of silk to show their status.

Silk was only available in China. The Chinese has silk farms and made all kinds of beautiful

clothes and cloths from silk.

Spreading of the Christian religion:

The rulers and people of Europe at the time (late 1400’s) were mostly Christian and wanted to

spread this religion to other countries. The Bible says that Jesus told the people to tell others

about Him and that motivated many explorers to spread the religion to other countries.

Adapted from Platinum Text Book

GET DIRECTORATE

Page | 1

TOPIC : DIVISION Outcomes: At the end of the lessons the learners should be able to:

(i) use the concepts of multiples, doubling and halving

(ii) use the divisibility rules with division

(iii) use the clue board with long division

(iv) use multiplication to divide

DAY 1

CLASSWORK ACTIVITY: When doing division, there are certain Maths concepts that you must

know very well.

1. Multiples: When I divide by, for example 3 829 ÷ 64, I need to know how to form

the multiples of 64.

To form a multiple of a number, you multiply the number by another number.

For example:

10 × 64 is 640, so 640 is a multiple of 64.

100 × 64 is 6 400, so 6 400 is a multiple of 64.

2. Doubling:

Doubling may be used in some cases to find multiples.

For example, if you know that 40 × 53 = 2 120,

you can double 2 120 to find 80 × 53.

3. Halving:

Halving may also be useful to find multiples.

For example, if you know that 100 × 68 = 6 800,

you can halve 6 800 to find 50 × 68.

Class activity: Do the following in your Maths workbook. Use the memorandum to check your answers.

1. If 73 x 100 = 7 300, then 100 x 73 = 7 300.

If 7 300 ÷ 73 = 1 00, 7 300 ÷ 1 00 = 73.

Use these facts to write down the answers of the following. You should be able to do

these calculations mentally.

MATHEMATICS

GRADE 6

GET DIRECTORATE

Page | 2

(a) 73 x 200 (b) 400 x 73 (c) 73 x 800

(d) 2 000 x 73 (e) 73 x 4 000 (f) 73 x 8 000

(g) 73 x 50 ( h) 73 x 25 (i) 73 x 250

(j) 73 x 75 (k) 73 x 150 (l) 73 x 1 500

2. Form 5 multiples of each number below, by multiplying it with 10, 100, 50, 25 and 40.

(a) 37 (b) 43 (c) 98 (d) 76

HOMEWORK: Do the following in your Maths workbook. Use the memorandum to

check your answers.

1. Use the facts below to write down the answers of the following. You should be able to do these

calculations mentally.

If 58 x 100 = 5 800, then 100 x 58 = 5 800.

If 5 800 ÷ 58 = 100, then 5 800 ÷ 100 = 58.

(a) 58 x 200 (b) 400 x 58 (c) 58 x 800

(d) 2 000 x 58 (e) 58 x 4 000 (f) 58 x 8 000

(g) 58 x 50 ( h) 58 x 25 (i) 58 x 250

(j) 58 x 75 (k) 58 x 150 (l) 58 x 1 500

2. Form 4 multiples of each number below, by multiplying it with 10, 100, 50, 25, 40 and 80.

(a) 49 (b) 36 (c) 85 (d) 72

GET DIRECTORATE

Page | 3

CLASSWORK

ACTIVITY: Today you will learn about rules for divisibility.

DAY 2

Rule for divisibility by 3

375?

375÷ 3

(3 + 7 + 5) ÷ 3

15 ÷ 3

= 5

The sum of the digits is divisible by 3.


368?

368÷ 3

(3 + 6 + 8) ÷ 3

17 ÷ 3

= 5 rem 2


1 534? 6 478?

1 534 ÷ 2 = 767 6478 ÷ 2 =3239

950? 346?

950 ÷ 2 = 475 346 ÷ 2 = 173

982? 1 200?

982 ÷ 2 = 491 1 200 ÷ 2 = 600

Number is an even number. The last digit is 0, 2, 4, 6, 8


928? 1 800?

28 ÷ 4 = 7

The last two digits is divisible by 4 or the

last two digits are 00.


378?

78 ÷ 4 = 19 rem 2


675? 1 800?

675 ÷ 5 = 135 1 800 ÷ 5 = 360

The last digit is 5 or 0.


2 378?

456?

Last digit is not 5 or 0

GET DIRECTORATE

Page | 4


912?

912 ÷ 3 912 ÷2 = 456

(9 +1 +2) ÷3

12 ÷ 3 = 4

The number is divisible by 3 and 2.



458?

458 ÷ 3

(4 +5 + 8) ÷ 3

17 ÷ 3 = 5 rem 2

458 ÷ 2 = 229

458 is NOT divisible by 6


7 832? 8 000

832 ÷ 8

= 104

The last three digits is divisible by 8 or last 3

digits are 0.


Rule for divisibility by

8 234?

234 ÷ 8

= 29 rem 2

8 234 is NOT divisible by 8


7 830? 8 000

The last digit is 0.



8 234?

675? 421?

8 234, 675 and 421 are NOT divisible

by 10

GET DIRECTORATE

Page | 5

Classwork: Complete exercise in your Maths workbook. Use the memorandum to check your

work. Use a tick ✓ to indicate if the number is divisible by 2, 3, 4, 5, 6, 8, 9 or 10.

Draw table in your workbook.

Divisible by 124 288 24 000 324 693

2

3

4

5

6

8

10

HOMEWORK: Complete the exercise in your Maths workbook. Use the memorandum to check

your work. Use a tick ✓ to indicate if the number is divisible by 2, 3, 4, 5, 6, 8, 9 or 10.

Draw table in your workbook.

Divisible by 624 488 28 000 432 695

2

3

4

5

6

8

9

10

GET DIRECTORATE

Page | 6

CLASSWORK

ACTIVITY: Today you will learn how to record your work when doing division.

Example 1: How many pieces of 34 cm each can you cut from 7 888 cm of rope

on a roll?

First estimate your answer. Ask yourself the following questions

Can I cut 1 000 pieces of 34 cm each? No, 34 x 1 000 = 34 000 Too many!

Can I cut 500 pieces of 34 cm each? No, 34 x 500 = 17 000 Too many! (500 is half of 1 000)

Can I cut 250 pieces of 34 cm each? No, 34 x 250 = 8 500 Too many! (250 is half of 500)

Can I cut 200 pieces of 34 cm each? Yes, 34 x 200 = 6 800

Now you know that the answer must be between 200 and 250.

Click on the video icon to watch the video (clueboard).

2 3 2 Clue board

34 7 8 8 8

100 x 34 = 3 400

- 6 8 0 0 (200 x 34 = 6 800) 200 x 34 = 6 800 (Double 3 400)

1 0 8 8 50 x 34 = 1 700 (Halve 3 400)

- 1 0 2 0 (30 x 34 = 1 020) 30 x 34 = 1 020

6 8 2 x 34 = 68

- 6 8 (2 x 34 = 68)

0

Answer: 200 + 30 + 2 = 232

This is an example of grouping. The number of parts is unknown.

Day 3

34 cm 34 cm 34 cm 34 cm

7 888 cm

How many pieces?

GET DIRECTORATE

Page | 7

Example 2: How much will each person get if R9 702 is shared equally between 42 people?

First estimate your answer. Ask yourself the following questions

Can each person get R100? No, because 42 x 100 = R4 200 Too little!

Can each person get R200? No, because 42 x 200 = R8 400 Too little! (200 is double 100)

Can each person get R300? No, because 42 x 300 = R12 600 Too much! (100 + 200)

Now you know that the answer must be between 200 and 300.

R 2 3 1 Clue board

42 9 7 0 2

100 x 42 = 4 200

- 8 4 0 0 (200 x 42 = 8 400) 200 x 42 = 8 400 Double 4 200

1 3 0 2 50 x 42 = 2 100 Halve 4 200

- 1 2 6 0 (30 x 34 = 1 020) 30 x 42 = 1 020

4 2 1 x 42 = 42

- 4 2 (1 x 42 = 42)

Answer: 200 + 30 + 1 = R 231

This is an example of sharing. The size of each part is unknown.

Example 3: Mr Nkosi can transport 26 bundles of wood per load with his bakkie. How many loads will he

need to transport 3 300 bundles of wood?

First estimate your answer. Ask yourself the following questions.

Will Mr Nkosi need 100 loads? 100 x 26 = 2 600. Not enough loads

Will Mr Nkosi need 200 loads? 200 x 26 = 5 200. Too many loads (double answer of 100)

Will Mr Nkosi need 150 loads? 100 x 26 = 3 900. Too many loads (100 plus half of 100)

Mr Nkosi will need between 100 and 150 loads to transport 3 300 bundles.

1 2 6 remainder 24 Clue board

26 3 3 0 0

100 x 26 = 2 600

- 2 6 0 0 (100 x 26 = 2 600) 200 x 26 = 5 200 (Double 2 600)

7 0 0 50 x 26 = 1 300 (Halve 2 600)

- 6 5 0 (25 x 26 = 650) 25 x 26 = 650 (Halve 1 300)

5 0 1 x 26 = 26

- 2 6 (1 x 26 = 26)

2 4

Answer: 100 + 25 + 1 = 126 rem 24

GET DIRECTORATE

Page | 8

If Mr Nkosi transport 126 loads, there will remain 24 bundles of wood. Therefore, Mr Nkosi will have

to transport 127 loads.

This is an example of grouping. The number of parts is unknown.

Classwork: Do the following exercises in your Maths workbook. Use the method of recording as shown in the examples. Use the memorandum to check your work.

1. 8 028 books are wrapped in bundles of 36 for distribution to schools. How many

bundles of 36 books will there be?

2. A school has R9 152 available to buy books at R88 each. How many books can

the school buy?

3. A special box of sweets has 1 080 sweets! The sweets are packed in neat rows and in more

than one layer.

(a) In each layer, there are 18 sweets in a row. If there are 216 sweets in one layer, how many

rows are there in one layer?

(b) How many layers of sweets are there in the box?

Homework: Do the following exercises in your Maths workbook. Use the method of recording as shown in examples. Use the memorandum to check your work.

1. A supermarket donates 4 698 boxes of wax crayons to nursery schools. The boxes of wax

crayons are divided equally between 27 nursery schools. How many boxes of wax crayons

does each nursery school get?

2. Peppy wants to buy a skateboard that costs R1 875. He washes cars in the neighbourhood

and earns R28 for every car he washes. How many cars must he wash to earn enough money

so that he can buy the skateboard?

3. 1 728 small cubic building blocks are stacked to form a bigger cube. If the height of the

bigger cube is 12 blocks, how many blocks are needed for the length and how many are

needed for the width?

GET DIRECTORATE

Page | 9

DAY 4

CLASS ACTIVITY: Today you will learn how to use multiply to

divide.

Can you still remember your multiplication facts?

If 12 x 13 = 156, then 13 x 12 = 156.

Also 156 ÷12 = 13 and 156 ÷ 13 = 12

Example: 3 447 ÷17

We can also write 3 447 ÷ 17 as 17 x = 3 447

Write a clue board of what you know about multiplying by 17.

CLUE BOARD Reasoning 10 x 17 = 170

20 X 17 = 340 double 10 x 17

100 x 17 = 1 700 Ten times bigger than 10 x

17

200 x 17 = 3 400 Double 100 x 17

50 x 17 = 850 Halve 100 x 17

5 x 17 = 85 Halve 10 x 17

2 x 17 = 34 Double 1 x 17

4 x 17 = 68 Double 2 x 17

8 x 17 =136 Double 4 x 17

Multiply Subtract

200 x 17 = 3 400 3 447 – 3 400 = 47

2 x 17 = 34 47 – 34 = 13

3 447 ÷ 17 = 200 + 2 + remainder 13 = 202 remainder 13

To check your answer: (202 x 17) + 12 = 3 447

GET DIRECTORATE

Page | 10

Work through another example:

6 439 ÷ 23

Write a clue board of what you know about multiplying by 23

CLUE BOARD Reasoning 10 x 23 = 230

20 X 23 = 460 double 10 x 23

100 x 23 = 2 300 Ten times bigger than 10 x 23

200 x 23 = 4 600 Double 100 x 23

50 x 23 = 1 150 Halve 100 x 23

5 x 23 = 115 Halve 10 x 23

2 x 23 = 46 Double 1 x 23

4 x 23 = 92 Double 2 x 23

8 x 23 =184 Double 4 x 23

Multiply Subtract

200 x 23 = 4 600 6 439 – 4 600 = 1 839

50 x 23 = 1 150 1 839 – 1 150 = 689

20 x 23 = 460 689 – 460 = 229

9 x 23 = 207 229 – 207 = 22

6 439 ÷ 23 = 200 + 50 +20 + 9 + remainder 22 =279 remainder 22

To check your answer: (279 x 23) + 22 = 6 439

Class activity: Complete the following exercise in your Maths workbook.

Use the memorandum to check your work. Draw only a clue board. The

reasoning part as shown in the examples can be left out.

1) 7 216 ÷ 34 2) 7 127 ÷ 27 3) 8 531 ÷ 23

Homework: Complete the following exercise in your Maths workbook. Use

the memorandum to check your work. Show your clue board.

1) 6 789 ÷ 18 2) 9 863 ÷ 24 3) 8457 ÷ 42

GET DIRECTORATE

Page | 11

CLASS ACTIVITY: Today you will do revision of the work done during the

week. Do all the activities in your Maths workbook. Use the memorandum

to check your work.

1. Form 5 multiples of each number below, by multiplying it with 10, 20, 40, 100 and

50 .

(a) 47 (b) 83 (c) 39 (d) 67

2. If 64 x 100 = 6 400, then 100 x 64 = 7 300.

If 6 400 ÷ 64 = 1 00, 6 400 ÷ 1 00 = 64.

Use these facts to write down the answers of the following. You should be able to do

these calculations mentally.

(a) 64 x 200 (b) 400 x 64 (c) 64 x 800

(d) 2 000 x 64 (e) 64 x 4 000 (f) 64 x 8 000

(g) 64 x 50 (h) 64 x 25 (i) 64 x 250

(j) 64 x 75 (k) 64 x 150 (l) 64 x 1 500

3. Draw the table below in your Maths workbook and complete. Use a tick ✓ to indicate if the

number is divisible by 2, 3, 4, 5, 6, 8, 9 or 10.

Divisible by 945 612 12 000 432 675

2

3

4

5

6

8

9

10

DAY 5

GET DIRECTORATE

Page | 12

4. Use the long division method to record your calculations. Also show the clue board.

(a)A special training leash is needed to train a guide dog. One leash costs R237. How many

guide dogs are to be trained if the dog trainer paid R2 844 for leashes?

(b) A farmer delivers 872 kg pumpkins to the market and receives R6 104 for it. How much

money does he get for 1 kg?

(c) A store ordered oranges from the fruit market. Twenty-one of the 3 464 oranges are rotten

and cannot be sold.

(i) How many oranges can the store owner put in one pocket if he wants to make 130 equal

pockets?

(ii) How many oranges will be left over (excluding the rotten ones)?

5. Solve the following by using multiply to divide. Remember to show the clue board.

(a) 7 312 ÷ 33

(b) 8 979 ÷ 21

(c) 54 937 ÷ 84

DAY 1: MEMORANDUM: CLASSWORK 1.

a) 14 600 (b) 29 200 (c) 58 400

(d) 146000 (e) 292 000 (f) 584 000

(g) 3 650 (h) 1 825 (i) 18 250

(j) 73 x 75 (k) 5 475 (l) 109 500

2.

X 10 X 100 X 50 25 40

(a) 37 370 3 700 1 850 925 1 480

(b) 43 430 4 300 2 150 1 075 1 720

(c) 98 980 9 800 4 900 2 450 3 920

(d) 76 760 7 600 3 800 1 900 3 040

GET DIRECTORATE

Page | 13

DAY 1: MEMORANDUM: HOMEWORK

(a) 11600 (b) 23 200 (c) 46 400

(d) 116 000 (e) 232 000 (f) 464 000

(g) 2900 58 x 50 (h) 1450 (i) 14 500

(j) 4 350 (k) 8 700 (l) 87 000

2.

X10 X100 X50 X25 X40 X80

(a) 49 490 4 900 2 450 1 225 1 960 3 920

(b) 36 360 3 600 1 800 900 1 440 2 880

(c) 85 850 8 500 4 250 2 125 3 400 6 800

(d) 72 720 7 200 3 600 1 800 2 880 5 760

DAY 2: MEMORANDUM: CLASSWORK

Divisible by 124 288 24 000 324 693

2 ✓ ✓ ✓ ✓

3 ✓ ✓ ✓ ✓

4 ✓ ✓ ✓ ✓

5 ✓

6 ✓ ✓ ✓

8 ✓ ✓ ✓

9 ✓ ✓

10 ✓ ✓


Divisible by 624 488 28 000 432 695

2 ✓ ✓ ✓ ✓

3 ✓ ✓ ✓

4 ✓ ✓ ✓ ✓

5 ✓ ✓

6 ✓ ✓

8 ✓ ✓ ✓ ✓

9 ✓

10 ✓ ✓

GET DIRECTORATE

Page | 14


Nr 1

2 2 3 Clue board

36 8 0 2 8

1 00 x 36 = 3 600

- 7 2 0 0 (200 x 36 = 7 200) 200 x 36 = 7 200

8 2 8 50 x 36 = 1 800

- 7 2 0 (20 x 36 = 720) 20 x 36 = 720

1 0 8 10 x 36 = 360

- 1 0 8 (3 x 26 = 26) 5 x 36 = 180

. . . 3 x 36 =108

Answer: 200 + 20 + 3 = 223

Nr 2

1 0 4 Clue board

88 9 1 5 2

100 x 88 = 8 800

- 8 8 0 0 (100 x 88 = 8 800)

3 5 2 10 x 88 = 880

- 3 5 2 (4 x 88 = 352) 5 x 88 = 440

4 x 88 = 352

Answer: 100 + 4 =104

Nr 3 (a)

1 2 Clue board

18 2 1 6

1 0 x 18 = 180

- 1 8 0 (10 x 18 = 180) 5 x 18 = 90

3 6 (2 x 18 = 36) 2 x 18 = 36

- 3 6

. .

Answer: 10 + 2 = 12

Nr 3 (b)

5 Clue board

216 1 0 8 0

1 0 x 216 = 2160

- 1 0 8 0 (5 x 216 = 1 080) 5 x 216 = 1 080

. . . .

Answer: 5

GET DIRECTORATE

Page | 15


Nr 1

1 7 4 Clue board

27 4 6 9 8

1 00 x 27 = 2 700

- 4 0 5 0 (150 x 27 = 4 050) 200 x 27 = 5 400

6 4 8 50 x 27 = 1 350

- 6 4 8 (24 X 27) 25 X 27 = 675

. . . 24 X 27 = 648

-

Answer: 150 + 24 = 174

Nr 2

6 6 remainder 27 Clue board

28 1 8 7 5

1 00 x 28 = 2 800

- 1 4 0 0 (50 X 28 = 1400) 50 x 28 = 1 400

4 7 5 10 x 28 = 280

- 4 2 0 (15 x 28 = 420) 5 x 28 = 140

5 5 1 x 28 = 28

- 2 8 (1 x 28 = 28)

2 7

Answer: 50 + 15 + 1 = 66 rem 27

Peppy must wash at least 67 cars to have enough money for the

skateboard.

Nr 3

1 2 Clue board

144 1 7 2 8

- 1 4 4 0 (10 X 144 = 1440) 10 x 144 = 1 440

2 8 8 5 x 144 = 720

- 2 8 8 (2 x 144 = 288) 2 x 144 = 288

-

Answer: 10 + 2 = 12

GET DIRECTORATE

Page | 16


1. 7 216 ÷ 34 = 212 remainder 8

CLUEBOARD

34 X 100 = 3 400 34 X 200 = 6 800 34 X 50 = 1 700 34 X 10 = 340 34 X 20 = 680 34 X 5 = 170 34 X 2 = 68

Multiply Subtract

200 x 34 =6 800 7 216 – 6 800 = 416

10 x 34 = 340 416 – 340 = 76

2 x 34 = 68 76 – 68 = 8

7 216 ÷ 34 = 200 + 10 + 2 + remainder 8 = 212 remainder 8

2. 7 127 ÷ 27 = 263 remainder 26

CLUEBOARD

27 X 100 = 2 700 27 X 200 = 5 400 27 X 50 = 1 350 27 X 10 = 270 27 X 20 = 540 27 X 5 = 135 27 X 2 =54

Multiply Subtract

200 x 27 =5 400 7 127 – 5 400 = 1 727

50 x 27 = 1 350 7 127 – 1 350 = 377

10 x 27 = 270 377 – 270 = 107

2 x 27 =54 107-54 = 53

1 x 27 = 27 54 – 27 = 26

7 127 ÷ 27 = 200 + 50 + 10 +2 + 1+ remainder 26 = 263 remainder 26

GET DIRECTORATE

Page | 17

3. 8 531 ÷ 23 = 370 remainder 21

CLUEBOARD

23 X 100 = 2 300 23 X 200 = 4 600 23 X 50 = 1 150 23 X 10 = 230 23 X 20 = 460 23 X 5 = 115 23 X 2 =46

Multiply Subtract

200 x 23 =4 600 8 531 - 4 600 = 3 931

100 x 23 = 2 300 3 931 – 2 300 = 1 631

50 x 23 = 1 150 1 631 – 1 150 = 481

20 x 23 = 460 481 – 460 = 21

8 531 ÷ 23 = 200 + 100 + 50 +20 + remainder 21 = 370 remainder 21

DAY 4: MEMORANDUM:HOMEWORK

1) 6 789 ÷ 18 = 377 remainder 3

CLUEBOARD

18 X 100 = 1 800 18 X 200 = 3 600 18 X 50 = 900 18 X 10 = 180 18 X 20 = 360 18 X 5 = 90 18 X 2 = 36

Multiply Subtract

200 x 18 = 3 600 6 789 – 3 600 = 3 189

100 x 18 = 1 800 3 189 - 1 800 = 1 389

50 x 18 = 900 1 389 – 900 = 489

20 x 18 = 360 489 - 360 = 129

5 X 18 = 90 129 -90 =39

2 X 18 = 36 39 – 36 = 3

6 789 ÷ 18 = 200 + 100 + 50 +20 + 5 + 2 + remainder 3 = 377 remainder 3

GET DIRECTORATE

Page | 18

) 9 863 ÷ 24 = 410 remainder 23

CLUEBOARD

24 X 100 = 2 400 24 X 200 = 4 800 24 X 400 = 9 600

24 X 50 = 1 200 24 X 10 = 240 24 X 20 = 480 24 X 5 = 120 24 X 2 =48

Multiply Subtract

400 x 24 = 9 600 9 863 – 9 600 = 263

10 x 24 = 240 263 – 240 = 23


3) 8 457 ÷ 42 = 201 remainder 15

CLUEBOARD

42 X 100 = 4 200 42 X 200 = 8 400 42 X 50 = 2 100 42 X 10 = 420 42 X 20 = 840 42 X 5 = 210 42 X 2 = 84

Multiply Subtract

200 x 42 = 8 400 8 457 – 8400 = 57

1 x 42 = 42 57 – 42 =15


GET DIRECTORATE

Page | 19

DAY 5: MEMORANDUM

1.

X10 X20 X 40 X100 X 50 (a) 47 470 940 1 880 4 700 2 350

(b) 83 830 1 660 3 320 8 300 4 150

(c) 39 390 780 1 560 3 900 1 950

(d) 67 670 1 340 2 680 6 700 3 350

2. (a) 12 800 (b) 25 600 (c) 51 200

(d) 128 000 (e) 256 000 (f) 512 000

(g) 3 200 ( h) 1 600 (i) 16 000

(j) 4 800 (k) 9 600 (l) 96 000

3.

4 (a)

11 remainder 137 Clue board

237 2 8 4 4

10 x 237 = 2 370

- 2 3 7 0 (10 x 237 = 2 370) 1 x 237 = 237

4 7 4

- 2 3 7 (1 x 237 = 237)

1 3 7

Answer: 10 + 1 + remainder 137

Number of dogs to be trained =11

Divisible by 945 612 12 000 432 675

2 ✓ ✓ ✓

3 ✓ ✓ ✓ ✓ ✓

4 ✓ ✓ ✓

5 ✓ ✓ ✓

6 ✓ ✓ ✓

8 ✓ ✓

9 ✓ ✓ ✓ ✓

10 ✓ ✓

GET DIRECTORATE

Page | 20

4 (b)

7 Clue board

872 6 1 0 4

10 x 872 = 8 720

- 4 3 6 0 (5 x 872 = 4 360) 5 x 872 = 4 360

1 7 4 4 (2 x 872 = 1 744) 2 x 872 = 1 744

- 1 7 4 4

Answer: 5 + 2

Farmer gets R7 per kg

4 (c)

2 6 remainder 80 Clue board

130 3 4 6 4

10 x 130 = 1 300

- 2 6 0 0 (20 x 130 = 2 600) 20 x 130 = 2 600

8 6 4 5 x 130 = 650

- 6 5 0 (5 x 130 = 650) 1 x 130 =130

2 1 0

1 3 0 (1 x 130 =130)

8 0

Answer: 20 + 5 + 1 + remainder 80. He can put 26 oranges in a pocket.

80 Oranges are left over.

GET DIRECTORATE

Page | 21

5(a) 7 312 ÷ 33 = 221 remainder 19

CLUEBOARD

33 X 100 = 3 300 33 X 200 = 6 600 33 X 50 = 1650 33 X 10 = 330 33 X 20 = 660 33 X 5 = 165 33 X 2 = 66

Multiply Subtract

200 x 33 = 6 600 7 312 – 6 600 = 712

20 x 33 = 660 712 - 660 = 52

1 x 33 = 33 52 – 33 = 19

7312 ÷ 33 = 200 + 20 + 1 + remainder 19 = 221 remainder 19

(b) 8 979 ÷ 21

CLUEBOARD

21 X 100 = 2 100 21 X 200 = 4 200 21 X 50 = 1 050 21 X 10 = 210 21 X 20 = 420 21 X 5 = 105 21 X 2 = 42

Multiply Subtract

200 x 21 = 4 200 8 979 – 4 200 = 4779

200 x 21 = 4 200 4 779 – 4 200 = 579

20 x 21 = 420 579 – 420 = 159

5 x 21 = 105 159 – 105 = 54

2 x 21 = 42 54 – 42 =12

8 979 ÷ 21 = 200 + 200 + 20 + 5 + 2 + remainder 12 = 427 remainder 12

GET DIRECTORATE

Page | 22

(c) 54 937 ÷ 84

CLUEBOARD

84 X 100 = 8 400 84 X 200 = 16 800 84 X 400 = 33 600

84 X 50 = 4 200 84 X 10 = 840 84 X 20 = 1 680 84 X 5 = 420 84 X 2 = 168

Multiply Subtract

400 x 84 = 33 600 54 937 – 33 600 = 21 337

200 x 84 = 16 800 21 337 – 16 800 = 4 537

50 x 84 = 4 200 4 537 – 4 200 = 337

2 x 84 = 168 337 – 168 = 169

2 x 84 = 168 169 – 168 = 1

54 937 ÷ 84 = 400 + 200 + 50 + 5 + 2 +2 + remainder 1 = 659 remainder 1

of 15

GET DIRECTORATE

TOPIC: MULTIPLICATION, RATIO AND RATE Outcomes: At the end of the lessons the learners should:

(i) be able to use the properties of multiplication

(ii) use the expanded column format of recording when we multiply numbers

(iii) solve problems involving ratio and rate

DAY 1

CLASS ACTIVITY:

Extending multiplication facts

A multiplication fact that you know can often help you to build knowledge of

another multiplication fact. Here are some examples:

If you know that 2 × 7 = 14, you also know that 7 × 2 = 14. You can easily see that

2 × 70 = 140 and 70 × 2 = 140

2 × 700 = 1 400 and 700 × 2 =1 400

2×7000 = 14 000 and 7 000 × 2 = 14 000.

If you know that 2 × 70 = 140 and 70 × 2 = 140,

you can also easily see that

20 × 70 =1 400 and 70×20 =1 400

200 × 70 = 14 000 and 70 × 200 = 14 000

20 × 700 = 14 000 and 700 × 20 = 14 000

200 × 700 = 140 000 and 700 × 200 = 140 000

We applied the commutative property of multiplication. It means that we swapped the numbers

around.

1. Complete the following exercise in your Maths exercise book.

Use the memorandum to check your work.

If you know that 8 x 7 = 56, you also know that 7 x 8 = 56.

Use these facts and write down the answers of the following:

(a) 80 x 7 (b) 70 x 8 (c) 70 x 80

MATHEMATICS

GRADE 6

of 15

GET DIRECTORATE

(d) 800 x 7 (e) 700 x 80 (f) 800 x 700

Property of multiplication:

Look at the following example:

(5 x4) x 3 (5 x3) x 4 (3 x4) x 5

= 20 x 3 = 15 x 4 = 12 x 5

= 60 = 60 = 60

What do you notice? The fact that the order of the numbers changed, did not make a

difference to the answer. We can therefore rearrange the numbers to make the calculation

easier.

2. Rearrange the numbers to make the calculations easier. Complete the following exercise in

your exercise book. Use the memorandum to check your work.

(a) 50 x 37 x 2 (b) 4 x 68 x 25

(c) 3 x 74 x 10 (d) 5 x 22 x 8

Strengthening of multiplication facts: Doubling

Study the following examples:

If 3 x 7 = 21, then 6 x 7 = 42 and therefore 12 x 7 =84. What happened? I doubled 3. The answer

then also doubled.

3. Complete the following exercise in your workbook. Use the memorandum to check your work.

(a) If 2 x 8 = 16, how much is 4 x 8 then?

(b) If 6 x 8 = 48, how much is 12 x 8 then?

(c) If 7 x 6 = 42, how much is 14 x 6 then?

(d) If 3 x 12 = 36, how much is 3 x 24 then?

(e) If 7 x 9 = 63, how much is 7 x 18 then?

HOMEWORK: Complete the following in your Maths workbook. Use the memorandum to

check your work.

1. If you know that 6 x 7 = 42, then you also know that 7 x 6 = 42. Use the facts

and write down the answers of the following:

(a) 60 x 7 (b) 70 x 6 (c) 70 x 60

(d) 600 x 7 (e) 700 x 60 (f) 700 x 600

of 15

GET DIRECTORATE

2. Rearrange the numbers to make the calculation easier.

(a) 50 x 43 x 2 (b) 4 x 38 x 25 (c) 5 x 68 x 20

(d) 4 x 22 x 50 (e) 8 x 16 x 125 (f) 2 x 37 x 500

3. Make use of doubling to multiply the numbers.

(a) If 4 x 7 = 28, how much is 8 x 7? (b) If 3 x 8 = 24, how much is 6 x 8?

(c) If 9 x 8 = 72 , how much is 9 x 16? (d) If 25 x 8 = 200, how much is 50 x 8?

DAY 2

CLASSWORK: ACTIVITY

RECORDING MULTIPLICATION OF 4-DIGIT NUMBERS WITH 3-DIGIT WHOLE NUMBERS

We use the expanded column format of recording when we multiply numbers. Study the

examples below.

EXAMPLE 1:

Calculate 362 x 56 = 20 272

3 6 2

x 5 6

2 1 7 2 (6 x 362)

1 8 1 0 0 (50 x 362)

2 0 2 7 2

EXAMPLE 2:

Break down the

second number.

284 = 200 + 80 +4

Break down the

second number.

56 = 50 + 6

of 15

GET DIRECTORATE

EXAMPLE 3:

Calculate: 4 326 x 234 = 1 012 284

4 3 2 6

x 2 3 4

1 7 3 0 4 (4 x 4 326)

1 2 9 7 8 0 (30 x 4 326)

8 6 5 2 0 0 (200 x 4 326)

1 0 1 2 2 8 4

Click on video icon to watch

Video (multiply 4-digit with 3-digit)

1. Use the vertical column method of recording your calculations. Use the memorandum to

check your work.

(a) 457 × 46 (b) 583 × 454

2. A truck travels 2 345 km every week. How many kilometres will the truck travel in 89 weeks?

HOMEWORK:

1. Use the vertical column method to record your calculations. Use the

memorandum to check your work.

(a) 689 x 47 (b) 2 343 x 232

2. A T-shirt factory manufactures 2 745 T-shirts daily. How many T-shirts will it produce in 53 days?

Break down the

second number.

234 = 200 + 30 +4

of 15

GET DIRECTORATE

DAY 3

CLASSWORK

ACTIVITY: RATIO: is the comparison of two homogeneous quantities

Carefully read the following passage:

I bought a bottle of OROS at the shop. The instructions on the lable says “mix

with water 1:3”. What does it mean? It means I must mix one part of Oros juice

with three parts of water. If I for example pour 100 millilitre of Oros juice in a

container I must add 300 millilitre of water. We read 1:3 as 1 to 3. The ratio of

juice to water is therefore 1:3. We can also write it as 1

3 .

Click on the video icon to watch video(ratio)

Study the following example:

(a) How many blue circles are there? Four blue circles

(b) How many red circles are there? Six red circles

(c) How many cirles are there altogether? Ten circles

(a) What is the ratio of blue cirles to red circles? Ratio is 4 to 6 (4:6) or 4

6

(b) What is the ratio of red cirles to blue circles? Ratio is 6 to 4 (6:4) or 6

4

(c) What is the ratio of red cirles to all the circles? Ratio is 6 to 10 (6:10) or 6

10

(d) What is the ratio of blue cirles to all the circles? Ratio is 4 to 10 (4:10) or 4

10

Class activity: Do the following exercise in your Maths workbook. Use the memorandum to

check yor work.

1. (a) Write down the ratio of shaded parts to white parts. (b) Write the ratio in fraction form.

(c) Write down the ratio of white parts to shaded parts.

(d) Write the ratio in fraction form.

of 15

GET DIRECTORATE

2. (a) Write down the ratio of shaded parts to white parts

(b) Write the ratio in fraction form.

3. (a) Write down the ratio of white parts to shaded parts.

(b) Write the ratio in fraction form.

4. To make a chocolate drink, 10 ml of chocolate powder has to be used for every 200 ml of

milk used.

(a) How much milk should be used with 5 ml chocolate powder?

(b) How much chocolate powder do you need for 1

2 ℓ of milk?

(c) If 3 ℓ of chocolate drink is shared equally among 8 children, how much does each child

get? Answer in millilitres.

HOMEWORK:

Do the exercises in your Maths workbook. Use the memorandum to check your

work.

1. If I want to make a salad dressing I need 2 spoonsful of oil for every 3 spoonsful of lemon

juice. How much oil and lemon juice will I need to make half a litre of salad dressing?

(1spoonful = 15 ml)

2. John and Anton help their father with gardening and car wash. John works 2 hours and

Anton works 5 hours. If their father pays them R140 for their work, how much money will each of

them receive? Show your working out.

3. When Hilary bakes bread, she always uses the same recipe. So, she always mixes 5 cups of

white flour with 2 cups of whole-wheat flour.

(a) How many cups of whole-wheat flour must she mix with 20 cups of white flour?

(b) How many cups of whole-wheat flour must she mix with 35 cups of white flour?

(c) How many cups of white flour must she mix with 20 cups of whole-wheat flour?

(d) How many cups of white flour must she mix with 70 cups of whole-wheat flour?

(e) If Hilary uses 42 cups of flour in total to bake bread, how many cups of white flour does she

use?

of 15

GET DIRECTORATE

CLASS ACTIVITY

Today you will learn about the concept of RATE. Rate describes the

relationship between two or more quantities that are measured in different

units. Explanation

We are exposed to rate in everyday life. Look at the pictures and labels above.

What does 120 kilometre per hour mean? It means that a motorcycle can travel 120 km in one

hour. Now it is easy to calculate what distance a motocycle can tavel in two, three or four

hours or even half an hour.

R30 per dozen means you pay R30 for a dozen off eggs. (One dozen = 12 eggs).

How much will I pay for two dozen of eggs? 2 x R30 =R60

How much will I pay for half a dozen of eggs? R30 ÷ 2 = R15

Potatoes cost R12 per kilogram. One kilogram therefore costs R12.

How much does 3 kg of potatoes cost? 3 x R12 = R36

How much does 1

2 𝑘𝑔 𝑜𝑓 potatoes cost? R12 ÷ 2 = R6

Click on the video icon to watch video(rate)

Let’s look at the following example:

Vehicle 1 travels 180 km in 3 hours. Vehicle 2 travels 200 km in 4 hours. Which car travels the

faster of the two? In order to determine that , we first have to determine what distance the

vehicles travelled in one hour.

Vehicle 1: 180 ÷ 3 = 60 km/h Vehicle 2: 200 ÷ 4 = 50 km/h

Now we can compare and see that vehicle travel the fater of the two.

120 kilometre per hour (120 km/h)

R30 per dozen (R30/doz) R12 per kilogram (R12/kg)

1 2

DAY 4

of 15

GET DIRECTORATE

Class activity: Do the following exercise in your Maths workbook. Use the

memorandum to check your work.

Study the advertisements above and answer the questions:

1. How many dozen eggs are advertised?

2. How much does 5 dozen of eggs cost?

3. How much does one dozen of eggs?

4. How much does half a dozen of eggs cost?

5. How much does 2 packets of White Star maize meal cost?

6. How much does 10 kg of maize meal cost?

7. How much does 1 kg of maize meal cost?

8. How much does 500 g of cicken cost?

9. How much does 3 kg of chicken cost?

10. You go to the shop to buy three of each item as shown above.

(a) How much will you pay for the 9 items?

(b) How much change will I get if I pay with two R220 notes?

HOMEWORK: Do the following exercise in your Maths workbook. Use the

memorandum to check your answers.

Use the information on the advertisements to answer the questions.

R40,00

30 eggs

R20,00 2,5kg R42,00/kg

R20,002,5kg R200,00

5kg R28,00 1 kg

of 15

GET DIRECTORATE

(1) How much does 2 packets of flour cost?

(2) How much does 10 kg of flour cost?

(3) How much does 1 kg of flour cost?

(4) How much does 500g of flour cost?

(5) How much does 10 kg of chicken cost?

(6) How much does 1 kg of chicken cost?

(7) How many kilogram of chicken can I buy with R600?

(8) How much does 500 g of mixed vegetables cost?(last picture)

(9) How much does 200g of mixed vegetables cost?

(10) How much will it cost me if I buy 3 packets of flour, 3 bags of chicken and 3 bags of mixed

vegetables?

(11) How much change will I get if I pay with our R200 notes?

of 15

GET DIRECTORATE

DAY 5

INFORMAL ASSESSMENT:

Today you will do an informal assessment exercise.

Do the assessment exercise in your Maths workbook. Use the memorandum to check

your work.

of 15

GET DIRECTORATE

DAY 1: MEMORANDUM: CLASS ACTIVITY

1(a) 560 (b) 560 (c) 5 600

(d) 5 600 (e) 56 000 (f) 560 000

2. (a) 50 x 37 x 2 = 50 x 2 x 37 (b) 4 x 68 x 25 = 4 x 25 x 68

= 100 x 37 = 100 x 68

= 3 700 = 6 800

(c) 3 x 74 x 10 (d) 5 x 22 x 8

= 222 x 10 = 110 x 8

= 2 220 = 880

3. (a) 32 (b) 96 (c) 84 (d) 72 (e) 126


1 (a) 420 (b) 420 (c) 4 200

(d) 4 200 (e) 42 000 (f) 420 000

2. (a) 50 x 43 x 2 (b) 4 x 38 x 25 (c) 5 x 68 x 20

= 50 x 2 x 43 = 4 x 25 x 38 = 5 x 20 x 68

= 100 x 43 = 100 x 38 = 100 x 68

= 4 300 = 3 800 = 6 800

(d) 4 x 22 x 50 (e) 8 x 16 x 125 (f) 2 x 37 x 500

= 4 x 50 x 22 = 8 x 125 x 16 = 2 x 500 x 37

= 200 x 22 = 1 000 x 16 = 1 000 x 37

= 4 400 = 16 000 = 37 000

3. (a) 56 (b) 48 (c) 144 (d) 400

of 15

GET DIRECTORATE

DAY 2: MEMORANDUM:CLASSWORK

1(a) 457 × 46 = 21 022

4 5 7

x 4 6

2 7 4 2 (6 x 457)

1 8 2 8 0 (40 x 457)

2 1 0 2 2

(b) 583 × 454 = 264 682

5 8 3

x 4 5 4

2 3 3 2 (4 x 583)

2 9 1 5 0 (50 x 583)

2 3 3 2 0 0 (400 x 583)

2 6 4 6 8 2

2. Distance covered: 2 345 x 89 = 208 705 km

2 3 4 5

x 8 9

2 1 1 0 5 (9 x 2 345)

1 8 7 6 0 0 (80 x 2 345)

2 0 8 7 0 5


1 (a) 689 x 47 = 32 383

6 8 9

x 4 7

4 8 2 3 (7 x 689)

2 7 5 6 0 (40 x 689)

3 2 3 8 3

of 15

GET DIRECTORATE

1(b) 2 343 x 232 = 543 576

2 3 4 3

x 2 3 2

4 6 8 6 (2 x 2 343)

7 0 2 9 0 (30 x 2 343)

4 6 8 6 0 0 (200 x 2 343)

5 4 3 5 7 6

2. Number of T-shirts: 2 745 x 153 = 419 985

2 7 4 5

x 1 5 3

8 2 3 5 (3 x 2 745)

1 3 7 2 5 0 (50 x 2 745)

2 7 4 5 0 0 (100 x 2 745)

4 1 9 9 8 5

DAY 3:MEMORANDUM: CLASSWORK

1. (a) 6:2 (b) 6

2 (c) 2:6 (d)

2

6

2. (a) 4:6 (b) 4

6

3. (a) 5:16 (b) 5

16

4. (a) 100ml (b) 50 ml (c) 3 000 ml ÷ 8 = 375 ml

of 15

GET DIRECTORATE


1. Ratio of oil to lemon juice is 2:3

Half a litre = 500 ml

How much oil = 2

5 𝑜𝑓 500 𝑚𝑙 = (500 ÷5) x 2 = 200 ml

How much lemon juice = 3

5 𝑜𝑓 500 𝑚𝑙 = (500 ÷5) x 3 = 300 ml

2.

Ratio: 2:3

Amount John receives: 2

7 𝑜𝑓 𝑅140 = R(140 ÷7) x 2 = R40

Amount John receives: 5

7 𝑜𝑓 𝑅140 = R(140 ÷7) x 5 = R100

3.

Ratio of white flour to whole- wheat flour is 5:2

(a) 8 cups

(b) 14 cups

(c) 50 cups

5:2

X 4

20:8

5:2

X 7

35:14

5:2

X 10

50:20

of 15

GET DIRECTORATE

(d) 175 cups

(e) Ratio is 5:2

Number of cups of white flour : 5

7 𝑜𝑓 42 = (42 ÷ 7) x 5 = 30 cups

DAY 4: MEMORANDUM:CLASSWORK

(1)21

2 dozen (2) R 80 (3) R16 (4) R 8

(5)R40 (6) R80 (7) R8 (8) R21

(9) R126

(10) R400 – (3 x R40) + (3 x R20) + (3 x R42)

= R400 – (R120 + R60 + R126)

= R 400 – R 306

= R 94


(1) R40 (2) R80 (3) R 8 (4) R4

(5) R400 (6) R40 (7) 15 kg (8) R14

(9) R5,60 (10) R744 (11) R56

5:2

X 35

175:70

NST / NWT INSTRUCTIONS / INSTRUKSIES

- Complete revision activity (last 4 pages pasted in workbooks) - Voltooi hersieningsaktiwiteit (laaste 4 blaai wat in werkboek

ingeplak is)

- Complete all answers in workbook

- Voltooi alle antwoorde in werkboek

- You can use your text book

- Jy mag jou handboek gebruik

Life Skills / Lewensvaardighede – PSW

27 July 2020 – 7 August 2020

Dear parents and guardians

All the learners received hard copies of a “take home pack” issued by die

WCED. This pack includes 7 activities. (1-7)

Van die klasse het al tot by Aktiwiteit 3 gevorder, terwyl sommige klasse nog

net Aktiwiteit 2 en 3 gedoen het.

This pack must be completed in the next 2 weeks (actually 4 weeks). The

activities are not very long and link (mostly) to the times we are in.

All the learners have pasted the hard copies in their workbooks.

If parents have any queries they may contact me at [email protected]

Keep safe!

Theron Fourie
mailto:[email protected]

afrikaans eerste addisionele taalte wys. sy was net in china beskikbaar. die chinese het sywurmplase...

Documents