96 ÷ 3 = ______________________________________________
63 ÷ 3 = ______________________________________________
84 ÷ 4 = ______________________________________________
44 ÷ 4 = ______________________________________________
- Write a story for each number sentence. Then do the calculation.
35 + 42 + 1 7 = _______________________________________
90 - 53 + 12 = _______________________________________
41 x 2 = _____________________________________________
66 ÷ 3 = _____________________________________________
- Bonny and Tommy have discovered that they sometimes have enough tens to make a group of a hundred .
Number sentence: 56 + 62 = ________________________________________
- Use the method you like best to do these calculations:
73 + 55 = _______________________________________________
46 + 63 = _______________________________________________
94 + 23 = _______________________________________________
- Bonny and Tommy have also discovered that they sometimes don’t have enough tens to take away and that they then have to regroup a hundred .
Number sentence: 126 - 32 = ________________________________________
- Use the method you like best to do these calculations:
1 18 - 25 = ________________________________________________
150 - 60 = ________________________________________________
147 - 60 = _________________________________________________
- Fill in the answers:
- Complete the number path:
- Fill in the missing numbers:
- Here is a road map for Dad. There are different roads he can take to get to the farm, but which one is the shortest?
- Calculate the shortest road and draw it on the map.
- How long is the shortest road (in km)? _______________________________
- If Dad drives 100 km in one hour, how long will it take him to get there?
It will _______________________________________________________________
- Draw a farm and a house for Grandpa and Granny, as you will see it when you approach the farm.
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 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;
Assessment Standard 1.10: We know this when the learner uses the following techniques:
1.10.1 building up and breaking down numbers;
1.10.2 doubling and halving;
1.10.3 number-lines;
1.10.4 rounding off in tens.
Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 1 000;
Learning Outcome 3: The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
Assessment Standard 3.5: We know this when the learner recognises and describes three-dimensional objects from different positions.