2.11 To ask simple questions and identify relevant data

Mathematics

Multiplication

Educator section

Memorandum

Leaner section

Content

Activity: to ask simple questions and identify relevant data [lo 5.1]

To collect data and answer questions [lo 5.2]

To organise and record data [lo 5.4]

To investigate data to describe the main tendency [lo 5.5]

To draw graphs [lo 5.6.1/2]

To read and interpret data critically [lo 5.7.2]

** This task is for your portfolio.

Do it as neatly as you can, but first take note of how it will be assessed.

1. Let us look at your classmates' habits when it comes to eating breakfast. Find out what the other learners in your class have for breakfast.

2. Use the block below as a record sheet for recording your information:

Example:

3. You have already got to know a variety of graphs. (Do you remember any?) See whether you are able to record the information from the record sheet in a graph.

Breakfast

4. Find out WHICH breakfast food is the most popular among your class mates.

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5. Find out the price per box/container of this item and calculate what you would have to pay if you bought ONE box for EACH learner in your class.

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6. Write a short report concerning your class mates’ breakfast choices and habits.

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ASSESSMENT: BREAKFAST DATA

Assessment

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 5.1: We know this when the learner poses simple questions about own school and family environment, and identifies appropriate data sources in order to address human rights, social, political, cultural, environmental and economic issues in that environment;

Assessment Standard 5.2: We know this when the learner uses simple data collection sheets (requiring tallies) and simple questionnaires (with yes/no type responses) in order to collect data (alone and/or as a member of a group or team) to answer questions posed by the teacher, class and self;

Assessment Standard 5.4: We know this when the learner organises and records data using tallies and tables;

Assessment Standard 5.5: We know this when the learner examines ungrouped numerical data to determine the most frequently occurring score (mode) and the midpoint (median) of the data set in order to describe central tendencies;

Assessment Standard 5.6: We know this when the learner draws a variety of graphs by hand/technology to display and interpret data (grouped and ungrouped):

5.6.1: pictographs with a many-one correspondence and appropriate keys;

5.6.2: bar graphs and double bar graphs;

Assessment Standard 5.7: We know this when the learner critically reads and interprets data presented in a variety of ways (including own representations, representations in the media – words, graphs, pie graphs) to draw conclusions and make predictions sensitive to the role of:

5.7.2: categories within the data (e.g. age, gender, race).

TEST

1. Fill in the missing words:

In 17 x 240 = 4 080 we call:

1.1 408 the ___________________________________________________

1.2 17 the ____________________________________________________

• 4 080 a _____________________________________________ of 240.

(3)

2. Write down all the factors of 36:

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(2)

3. Draw a circle around the mistake(s) in the following sum:

h = 953 x 18

953

18

7 634

9630

17 264

(3)

4. Calculate the following. Show all your calculations:

4.1 m = 239 x 37

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(3)

4.2 A farmer transports 238 crates with 85 apples in each crate to the market. How many apples were delivered to the market?

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(4)