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_____________________________________________________________________

• We know that 10` of mixture makes 100 pancakes. How many pancakes can we make from 1` of
mixture?

_____________________________________________________________________

4.1.7 Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their rela-
tionships, and to count, estimate, calculate and check with competence and condence in solving problems.
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 1.5: We know this when the learner recognises the place value of digits in whole
numbers to at least 3-digit numbers;
Assessment Standard 1.6: We know this when the learner solves money problems involving totals
and change in rands and cents, including converting between rands and cents;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
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 3.6: We know this when the learner reads, interprets and draws informal maps
of the school environment or of an arrangement of three-dimensional objects and locates objects on the map.
Learning Outcome 4: The learner will be able to use appropriate measuring units, instruments and
formulae in a variety of contexts.
Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders
three-dimensional objects using non-standard and standard measures.

4.2 Calculations 2

4.2.1 MATHEMATICS

4.2.2 Bonny and Tommy's school féte

4.2.3 EDUCATOR SECTION

4.2.4 Memorandum

It is imperative that the educator is familiar with the content of this module before it is given to the learners,
as this module contains advanced and enrichment work. Learners in the rst two groups should nd it a
challenge and should be able to cope with it. Do not expose learners to tasks that are too dicult for them
and which frustrate them. (Select according to their abilities).
The activities, the construction of mobiles, can be done classically. They can be combined with Technol-
ogy.

• Number Concept to 1 500

• Operations:
• Addition, subtraction and multiplication  two and three digit numbers with and without re-
grouping of the tens and the hundreds;
• Division  two digit numbers with regrouping of the tens and remainders, e.g. 66 ÷ 4 =
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218 CHAPTER 4. TERM 4

In Module 7 number concept is extended to 1500. All addition, subtraction and multiplication calculations
are performed with 2-digit and 3-digit numbers with and without regrouping of hundreds and tens. Division
is only done with 2-digit numbers with regrouping of tens, with a remainder e.g. 66 ÷ 4 =
A discussion about the féte is necessary beforehand so that the learners may order their thoughts and
plan the picture.
The learners must understand counting onwards from one thousand very well. Use similar number blocks
from 1 101 to 1200, 1201 to 1300, 1301 to 1400 and 1401 to 1500 if necessary.
Shopping games should be used to help learners to calculate change.
Give special attention to equal quantities of and m`.
Use the posters for more calculations and provide opportunities for the learners to ask one another to do
certain calculations.
This is an activity to be done on the playground. Let the learners measure with a trundle wheel.
Learners are expected to be able to count in a language other than their home language. If there are
learners in the class who are procient in another language, they should be given the opportunity to do so.
These involve consolidation of operations. Attend to problem areas.
The calculations of fractions of numbers may cause problems for some learners. Encourage them to try,
even if they only accomplish the easier ones.
The 8x and ÷ are done simultaneously with eights. It is not compulsory for them to know these.
Multiplication is done with regrouping of hundreds as well as tens.
This activity tests the learners' knowledge of numbers and reasoning abilities.
Division with regrouping the tens and a remainder requires much practice in the concrete. Learners must
be able to say how they think and what they are doing before they attempt written work. Much practice is
needed.
Encourage learners to test their operations.
This activity cannot be completed in one day. It can be combined with Technology. If there is not enough
time, learners can be divided into groups of 5 to allow each learner to complete 1 shape, in which case the
group will make a collective mobile sharing all knowledge with one another. If they nd folding and pasting
the round edges of the cone and cylinder they can paste these on the outside or they can cut o the round
edges.
The shapes should preferably be duplicated on manilla, but if this is not available, use ordinary paper.

4.2.5 LEANER SECTION

4.2.6 Content

4.2.6.1 ACTIVITY: Calculations [LO 1.6, LO 1.8, LO 4.6, LO 5.5]

• Here is the poster that Bonny made to attract the people to their stalls.

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 219

Figure 4.3

• Calculate the costs:

Mary bought: 3 pancakes, 1 hotdog and 2 cool drinks.

She paid _____________________________________________________________
Terry bought: 2 hamburgers, 2 candy oss and 2 fruit juices.
He paid ____________________________________________________________
Mom bought: 4 hotdogs, 4 puddings and 4 ice creams.
She paid _____________________________________________________________
The twins bought: 4 pancakes, 2 fruit juices en 2 candy oss.
They paid __________________________________________________________
They planned to make 300hamburgers. They will sell at R5 each. 10 meatballs can be made from
1 kg of mince. The mince is packed in 5 kg - packs.
• Complete the table:

packs of mince 1 2 3 4
kg 5 10
meat balls 50 100
R____ altogether 250 500

Table 4.2

• How many 5 kg-packs must they buy? ________packs.

• If 1 kg of mince is needed for 10 meatballs, how many grams are needed for each meat-
ball?________________________________________________

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220 CHAPTER 4. TERM 4

The sausages for the hotdogs were packed in 3 kg-packs. Each 3 kg-pack is enough for 25 hotdogs.
They bought 8 such packs. The hotdogs will be sold at R3 each.

• Complete the table:

packs of sausage 1 2 3 4 5 6 7 8
kg 3 6 9
hotdogs 25 50
R____ altogether 75 150

Table 4.3

• How many hotdogs will they make? _________________ hotdogs.

• How much money will the hamburgers and the hotdogs bring in?

_____________________________________________________________________

• What is the dierence between the amount of money made from the hamburgers and that from the
hotdogs? ______________________________

Tommy decided to help Dad with the pony rides. Here is the track that they measured o on the rugby
eld.

Figure 4.4

• What is the perimeter of the track?

One ride takes the pony twice around the track. It takes the pony 5 minutes to go round twice and to have
a short rest.

• What distance will the pony cover for each ride?

• How many rides can the pony do in 1 hour?
• They are going to pay R5 per ride. How much money will they make if 50 children have pony rides?
• Who can calculate how far the pony will have walked altogether?

• Here is Tommy's poster.

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 221

Figure 4.5

Calculate how much some children paid for the fun.

• Bonny had 2 pony rides and 1 turn on the jumping castle.

She paid ___________________________________________________

• Tommy had 3 turns to shoot the air gun and 1 pony ride.

He paid ___________________________________________________

• Terry threw the balls twice and had 1 pillow ght.

She paid ___________________________________________________

• Shane did everything once.

He paid ___________________________________________________

• Robert did everything twice.

He paid ___________________________________________________

• How much will you pay if you do everything 5 times?

_____________________________________________________________________

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