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Please work in the given blocks in order to answer the following questions:
If each of you has R85, will your group have enough money to pay the bill? .........…
If this is so, how much change will your group receive?
How much will you tip the waiter? ......................... Why?
Let us do a bit of research.
At which restaurant do you like eating the most?
Why?
According to you, what is a ‘MUST’ for a restaurant to be successful?
Can you think of any ‘MUST NOT’S’?
Visit any two restaurants of your choice and compare their menus and prices. Write down what you will report back to the class.
| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe 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 standards(ASs) |
| We know this when the learner: |
| 1.2 describes and illustrates various ways of writing numbers in different cultures (including local) throughout history; |
| 1.3 recognises and represents numbers in order to describe and compare them: |
| 1.3.6 multiples of single-digit numbers to at least 100; |
| 1.3.7 factors of at least any 2-digit whole number; |
| 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; |
| 1.6.1 financial (including buying and selling, profit and loss, and simple budgets); |
| 1.8 estimates and calculates by selecting and using operations appropriate to solving problems: |
| 1.8.1 rounding off to the nearest 5, 10, 100 or 1 000; |
| 1.8.4 multiplication of at least whole 3-digit by 2-digit numbers; |
| 1.8.5 division of at least whole 3-digit by 2-digit numbers; |
| 1.9 performs mental calculations: |
| 1.9.2 multiplication of whole numbers to at least 10 × 10; |
| 1.10 uses a range of techniques to perform written and mental calculations with whole numbers: |
| 1.10.1 adding and subtracting in columns; |
| 1.10.4 doubling and halving; |
| 1.10.5 using a calculator; |
| 1.11 uses a range of strategies to check solutions and judge the reasonableness of solutions; |
| 1.12 recognises, describes and uses:1.12.1 the reciprocal relationship between multiplication and division (e.g. if 5 × 3 = 15 then 15 3 = 5 and 15 5 = 3);1.12.3 The commutative, associative and distributive properties with whole numbers (the expectation is that learners should be able to use the properties and not necessarily know the names). |
| LU 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: |
| 2.2 describes observed relationships or rules in own words; |
2.6 determines, through discussion and comparison, the equivalence of different descriptions of the same relationship or rule presented:
|
ACTIVITY 2
1. (a) 24 x 1 (b) 36 x 1
6 x 4 9 x 4
3 x 8 6 x 6
2.
| 7 x 6 | 9 x 5 | 7 x 9 | 9 x 6 | 8 x 8; 32 x 2 |
| 9 x 8 | 12 x 9 | 6 x 8 | 8 x 11 | 12 x 8; 32 x 3 |
ACTIVITY 3
| 20 | 25 | 30 | 35 | 40 | 45 | 60 | |
| 24 | 30 | 36 | 42 | 48 | 54 | 72 | |
| 28 | 35 | 42 | 49 | 56 | 63 | 84 | |
| 32 | 40 | 48 | 56 | 64 | 72 | 96 | |
| 36 | 45 | 54 | 63 | 72 | 81 | 108 | |
| 48 | 60 | 72 | 84 | 96 | 108 | 144 |
BRAIN TEASERS
9. 1 x 241 : 241 (1 x 241)
Double 241 : 482 (2 x 241)
Double 482 : 964 (4 x 241
Double 964 : 1 928 (8 x 241)
615
ACTIVITY 5
1.1 (1 000 + 1 000) + (400 + 400) + (30 + 30)
2 000 + 800 + 60
= 2 860
1.2 (2 000 + 2 000) + (300 + 300) + (10 + 10) + (5 + 5)
4 000 + 600 + 20 + 10
= 4 630
2.1 (14 000 + 14 000) + (800 + 800) + (20 + 20)
28 000 + 1 600 + 40
= 29 640
2.2 (36 000 + 36 000) + (900 + 900) + (47 + 47)
72 000 + 1 800 + 94
= 73 894
3.1 = 100 x 12 3.2 = 10 x 173
= 1 200 = 1 730
BRAIN TEASERS
24 20
96 80
3 x 192 4 x 160
Halve multiplicand
Double multiplier
ACTIVITY 6
1.1 60; 600; 6 000; 60 000
1.2 90; 900; 9 000; 90 000
1.3 150; 1 500; 15 000
1.4 260; 2 600; 26 000
Add a naught only to multiplier.
2.1 800; 8 000; 80 000
2.2 1 300; 13 000; 130 000
2.3 2 700; 27 000; 270 000
Add two noughts to multiplier.
ACTIVITY 7
1. 8 x 6 6 x 8 23 x 13 13 x 23 124 x 85 85 x 124
2. (a) true
3. It does not matter in which order you multiply.
ACTIVITY 8
1. (a) 1 026
BRAIN TEASERS
(a) 4 9
own answer
own answer
ACTIVITY 11
1.1 1 628
1.2 4 104
2.1 1 001
2 002
3 003
52
65
6 006
7 007
2.2 104
9 009
2.3 Multiplier becomes 13 times more each time.
2.4 11
111
1 111
1 234
6
123 456 7 1 111 111
1 234 567 8 11 111 111
2.5 111 111 111
1 111 111 111
ACTIVITY 12
| x | 2 | 6 | 7 | 8 | 9 | 10 | 12 | 100 |
| 5 | 30 | 45 | ||||||
| 6 | 48 | 72 | ||||||
| 7 | 42 | 63 | 84 | |||||
| 8 | 56 | 96 | ||||||
| 9 | 72 | 108 | ||||||
| 36 | 72 | 360 | 3 600 | |||||
| 48 | 96 | 480 | 4 800 | |||||
| 124 | 248 | 1 240 | 12 400 |
ACTIVITY 14
2.1 27 072
2.2 26 358
1. 347
x 251
___
347
17 350
69 400
______
87 097
2. 526
x 438
_____
4 208
15 780
210 400
_______
230 388
4
9
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