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2.1 Division  (Page 5/5)

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1.3 2 648 ÷ 42 1.4 9 850 ÷ 50
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2. Now use any method of your choice and calculate:

2.1 15 350 ÷ 45 2.2 32 648 ÷ 28
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Assessment

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:
  • verbally;
2.6.3 by number sentences.

Memorandum

ACTIVITY 1

3.1

34
2 4 4 6 2 7

3.2

61
Res 1 1 5 5 6 1

4. 4.1 20 4.11 72

4.2 48 4.12 54

4.3 6 4.13 306

4.4 9 4.14 243 1 2 size 12{ { { size 8{1} } over { size 8{2} } } } {}

4.5 56 4.15 518

4.6 72 4.16 36

4.7 7 4.17 48

4.8 70 4.18 12

4.8 7 4.19 9

4.10 70 4.20 40

ACTIVITY 2

1.1 26 26

1.2 30 30

ACTIVITY 3

1.1 5

1.2 86

1.3 359

1.4 4 625

1.5 32 174

2. When any number is divided by 1, the answer always remains the number

BRAIN TEASERS

1 5 size 12{ { { size 8{1} } over { size 8{5} } } } {}

1 86 size 12{ { { size 8{1} } over { size 8{"86"} } } } {}

1 359 size 12{ { { size 8{1} } over { size 8{"359"} } } } {}
1 4625 size 12{ { { size 8{1} } over { size 8{"4625"} } } } {}

Fractions

3. 3.1 O E 3.2 O E

3.3 O E 3.4 O E

3.5 O E

4. Shows “Error” (Answer is incorrect)

BRAIN TEASERS

45

216

ACTIVITY 4

1.1 a) 10

  1. 10
  2. 3
  3. 25
  4. 20
  5. 14 rem 2

14 2 7 size 12{ { { size 8{2} } over { size 8{7} } } } {}

ACTIVITY 5

1.

2 5 9 12 147 256 1 438 2 652

O falls away. Each number moves one place to the right.

2.

3 8 12 26 147 325

2 Noughts fall away. Each number moves two places to the right.

3.

5 7 13 45 126 382

3 Noughts falls away. Each number moves three places to the right.

2. 2.1 = (1 380 size 12{ div } {} 110) size 12{ div } {} 6

= 138 size 12{ div } {} 6

= 23

2.2 = (32 840 size 12{ div } {} 10) size 12{ div } {} 4

= 3 284 size 12{ div } {} 4

= 821

2.3 = (15 500 size 12{ div } {} 100) size 12{ div } {} 5

= 155 size 12{ div } {} 5

= 31

2.4 = (312 300 size 12{ div } {} 100) size 12{ div } {} 3

= 3 123

= 1 041

3. 3.1 = 105 size 12{ div } {} 3 size 12{ div } {} 7 3.2 = 216 size 12{ div } {} 4 size 12{ div } {} 6

= 35 size 12{ div } {} 7 = 54 size 12{ div } {} 6

= 5 = 9

3.3 = 432 size 12{ div } {} 8 size 12{ div } {} 3 3.4 = 126 size 12{ div } {} 2 size 12{ div } {} 7

= 54 size 12{ div } {} 3 = 63 size 12{ div } {} 7

= 18 = 9

5. 5.1 = (3 000 + 45 ) size 12{ div } {} 15

= ( 3 000 size 12{ div } {} 15) + ( 45 size 12{ div } {} 15

= 200 + 3

= 203

5.2 = (2 000 + 500 + 75 ) size 12{ div } {} 25

= (2 000 size 12{ div } {} 25) + ( 500 size 12{ div } {} 25 ) + ( 75 size 12{ div } {} 25 )

= 80 + 20 + 3

= 103

ACTIVITY 8

1.

a) 2
b) 6
c) 20
d) 175
e) 400

ACTIVITY 12

186 250

1.1 25 ∣ 4650 ¯ size 12{"25" {\lline overline "4650"} } {} 1.2 21 ∣ 5250 ¯ size 12{"21" {\lline overline "5250"} } {}

-25 -42

215 105

-200 -105

150 0

-150 -0

… .

1.3 63 1.4

197

50 ∣ 9850 ¯ size 12{"50" {\lline overline "9850"} } {}
-50 485 -450 350 -350 … 42 ∣ 2648 ¯ size 12{"42" {\lline overline "2648"} } {}

-252

128

-126

2

63 rem 2

2.1 341 rem 5 2.2 1 166

Questions & Answers

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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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Source:  OpenStax, Mathematics grade 5. OpenStax CNX. Sep 23, 2009 Download for free at http://cnx.org/content/col10994/1.3
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