Distance  (Page 4/4)

What was the price of the fuel for one bus for the whole bus tour?

• Number sentence:________________________________________
• R ______________________________________________

What was the total cost of the fuel for all the buses?

• R _____________________________________________

• Suppose each bus travelled 80 km in an hour. Complete the table:

• Make use of the number line and write the number halfway between:

100 ……………………… 300

400 ……………………… 500

150 ……………………… 250

300 ……………………… 350

250 ……………………… 300

200 ……………………… 600

700 ……………………… 800

550 ……………………… 650

400 ……………………… 450

750 ……………………… 800

• How quickly can you fill in all the answers?

• Write down all the 3-digit numbers that you can make with the numbers 3, 7 and 8.

_____________________________________________________________________

• Arrange the numbers from the most to the least and circle the uneven numbers.

_____________________________________________________________________

• Write the uneven numbers with their number names.

_____________________________________________________________________

• Round off the even numbers to the nearest ten .

_____________________________________________________________________

• H alve the rounded off numbers.

_____________________________________________________________________

Think!

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:

1.1.1 the intervals specified in grade 2 with increased number ranges;

Assessment Standard 1.3: We know this when the learner knows, reads and writes number symbols and names from 1 to at least 1 000;

Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

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 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;

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 collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher and class (e.g. ‘how many learners walk to school?’);

Assessment Standard 5.2: We know this when the learner sorts, orders and organises own and supplied data by one or more attributes for a particular reason. chosen by the teacher;

Assessment Standard 5.3: We know this when the learner draws pictures and constructs pictographs and bar graphs that have a 1-1 correspondence between own data and representation;

Assessment Standard 5.4: We know this when the learner reads, interprets and reports on information in own and a peer’s representations of data.

Assessment Standard 5.5: We know this when the learner reads and interprets data presented in simple tables and lists.