Mathematics
Subtraction
Educator section
Memorandum
1. Before Christ
2. 5 502 / (will be +1 each year)
3.
3.1 900 000
3.2 9 000
3.3 999 900
3.4 0 990
3.5 990 000
Leaner section
Content
Activity: to describe and illustrate number systems that differ from our own [lo 1.2]
Did you know?
The Egyptians used pictograms to represent numbers as long ago as
3500 B.C. Pictograms looked like these:
1. What does B.C. mean?
_____________________________________________________________________
2. How many years ago was this?
_____________________________________________________________________
3. Calculate the following. Use contemporary digits for your answers.
3.1 ____________________
3.2 = .____________________
3.3 = ____________________
3.4 = ____________________
3.5 = ____________________
TIME FOR SELF-ASSESSMENT
Let’s see how well you are managing. Read the criteria and place a tick in the appropriate block:
| 1 | 2 | 3 | 4 | |
| I know what the answer to a subtraction sum is called. | _______ | _______ | _______ | _______ |
| I can calculate differences by rounding off to the nearest 10 and 100 (LO 1.8) | _______ | _______ | _______ | _______ |
| I know what a prime number is (LO 1.3) | _______ | _______ | _______ | _______ |
| I know what an even number is (LO 1.3) | _______ | _______ | _______ | _______ |
| I understand the Egyptian pictograms and can use them to subtract (LO 1.2) | _______ | _______ | _______ | _______ |
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 1.2: We know this when the learner describes and illustrates written number systems different to own.