1.11 To count forward in intervals  (Page 2/2)

PRIME NUMBERS

Please note:

A PRIME NUMBER has only 2 factors:

1 and the number itself.

A PRIME NUMBER is larger than 1.

2, 3 and 5 are examples of PRIME NUMBERS, because only 1 and the number itself can be divided into 2, 3 and 5 exactly.

4. Use green to colour the "prime number leaves":

5. BRAIN TEASER!

5.1 Arrange the numbers from 1 to 6 in the diagram in such a way that the sums of the different sides are the same.

5.2 Arrange the numbers from 1 to 9 in such a way in the diagram that the sums of the axes (vertical and horizontal lines) are the same.

Let us see how well you understand the above work.

Complete the following as accurately as possible:

1. Which number is 10 more than 9 990? _____________________________(1)

2. Write the following number in words: 26 409

__________________________________________________________________ (1)

3. Round off to the nearest 100: 325 _________________________________(1)

4. Round off to the nearest 1 000: 4 500______________________________ (1)

5. Encircle the multiples of 6:

6 ; 9 ; 12 ; 15 ; 18 ; 21 ; 24 (2)

6. Write down all the factors of 12.

__________________________________________________________________ (2)

7. True or False: 13 is a prime number _____________________________(1)

1 is not a prime number _____________________________(1)

10

HOW WELL DID YOU COPE THIS TIME?

• Colour in the picture that illustrates your performance!

Test

1. Write the following number in expanded notation:

6 498 = _____________ + _____________ + ____________ + ____________

= (____ × ____) + (____ ×____) + (____×____) + (____×____) (4)

2. What is the value of the figures in bold print?

2.1 48 217 _________________________________________________________

2.2 76 891 ______________________________________________________ (2)

3. Provide the missing answers:

3.1 2 684 is 10 more than ____________________________________________

3.2 16 437 is 100 less than ___________________________________________

3.2 80 000 is 100 times more than ___________________________________(3)

4. Complete the following number patterns:

4.1 7 380 ; 7 400 ; ______________ ; _______________

4.2 16 825 ; 16 800 ; ______________ ; ______________ (4)

5. Arrange the following numbers from small to large:

8 008 ; 8 800 ; 8 080 ; 8 808

__________________________________________________________________ (2)

6. Insert<;>or = :

6.1 4 876 * 4 000 + 700 + 80 + _____________________________

6.2 (9 × 8) + 4 * (81 ÷ 9) ___________________________________ (2)

7. Write the following number in words:

76 008

__________________________________________________________________ (1)

7.1 Write, using digits

sixty eight thousand four hundred and thirty nine

__________________________________________________________________ (1)

8. Round off:

8.1 to the nearest 100:

i) 1 764 _____________________________

ii) 34 712 _____________________________ (2)

8.2 to the nearest 1 000:

i) 4 632 _____________________________

ii) 78 099 _____________________________ (2)

9. Use the numbers in the block below to supply the missing answers:

9.1 the multiples of 6

__________________________________________________________________ (2)

9.2 any two odd numbers

__________________________________________________________________ (1)

9.3 the factors of 12

__________________________________________________________________ (2)

9.4 any two prime numbers

__________________________________________________________________ (1)

9.5 any two even numbers

__________________________________________________________________ (1)

I have___________________________________ out of 30!

Colour in: I feel

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 1.1: We know this when the learner counts forwards and backwards in whole number intervals and fractions;

Assessment Standard 1.3: We know this when the learner recognises and represents numbers in order to describe and compare them: