Teacher's Guide Module 1 - Maths Excellence

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MEMORANDUM GRADE 4 MODULE 1 ............................................. ACTIVITY 1 1. COUNTING IN THE EVERYDAY WORLD 594; 596; 598; 600; 602 985; 990; 995; 1 000; 1 005 670; 680; 690; 700; 710 750; 775; 800; 825; 850 800; 850; 900; 950; 1 000; 1 050 700; 800; 900; 1 000; 1 100 1 402 km 2. COUNTING WITH A CALCULATOR 3. COUNTING FORWARDS AND BACKWARDS 3.1 186; 188; 190; 192; 194; 196; 198; 200; 202; 204 206; 204; 202; 200; 198; 196; 194; 3.2 0; 3; 6; 9; 12; 15; 18; 21; 24; 27; 30; 33; 36 36; 33; 30; 27; 24; 21; 18; 15; 12; 9; 6; 3; 0 3.3 375; 380; 385; 390; 395; 400; 405; 410; 415; 420; 425 545; 540; 535; 530; 525; 520; 515; 510; 505; 500; 495; 490; 485; 3.4 950; 960; 970; 980; 990; 1 000; 1 010; 1 020 950; 940; 930; 920; 910; 900; 890; 880; 870; 860; 850; 840 3.5 625; 650; 675; 700; 725; 750; 775; 800; 825; 850; 875 900; 925; 950; 975; 1 000 975; 950; 925; 900; 875; 850; 825; 700; 775; 750; 725; 600; 675 3.6 500; 550; 600; 650; 700; 750; 800; 850; 900; 950; 1 000; 1 050 750; 700; 650; 600; 550; 500; 450; 400; 350 3.7 400; 500; 600; 700; 800; 900; 1 000; 1 100 1 000; 900; 800; 700; 600; 500; 400; 300; 200; 100; 0 4. COUNTING: (practice) 5. COUNTING WITH LARGER NUMBERS (Oral individual work; control with a calculator if necessary.) 5.9 980; 9 982; 9 984; 9 986; 9 988; 9 990; 9 992; 9 994; 9 996; 9 998; 10 000 5 010; 5 008; 5 006; 5 004; 5 002; 5 000; 4 998; 4 996; 4 994; 4 992; 4 990
5.2 8 982; 8 985; 8 988; 8 991; 8 994; 8 997 5.2 (cont.) 1 836; 1 833; 1830; … 1 800 5.3 4 870; 4 875; 4 880l; … 5 015 9 125; 9 120; 9115; … 8 980 5.4 8 960; 8 970; 8 980; … 9 020 5 100; 5 090; 5080; … 4 980 5.5 7 625; 7650; 7675; … 7 750 10 000; 9 975; 9 950; … 9 870 5.6 8 250; 8 300; 8 350; … 8 500 9 750; 9 700; 9 650; … 9 500 5.7 5 400; 5 500; 5 600; …6 000 7 000; 6 900; 6 800; …6 000 6. FLOW DIAGRAMS 6.1 98 101 6.2 298 301 598 601 + 3 + 3 698 701 898 901 998 1 001 991 988 972 969 963 960 + 3 − 3 954 951 990 987 1 010 1 007
Page 2 and 3: OVERVIEW MODULE 1 1 2 3 4 5 CONTENT
Page 4 and 5: 3 = Learner’s performance has sat
Page 6 and 7: Approach Seeing that education is t
Page 8 and 9: Allow them to discuss their answers
Page 12 and 13: 7. 1 525 1 550 1 550 1 575 1 575 1
Page 14 and 15: Possibly not all learners will noti
Page 16 and 17: 5.1 9 999 5.2 1 001 5.3 999 5.4 5 0
Page 18 and 19: 7.4 Hot dogs 7.5 May; many hot-dogs
Page 20 and 21: OUTLINE MATHEMATICS GRADE 5 MODULE
Page 22 and 23: LEARNING UNIT 3 Subtraction (Activi
Page 24 and 25: It would be even more interesting i
Page 26 and 27: .......................ACTIVITY 3.4
Page 28 and 29: 4. 4.1 20 4.2 8 4.3 5 000 4.4 600 B
Page 30 and 31: 7. 7.1 10 7.2 100 7.3 1 000 7.4 60
Page 32 and 33: TEST 1 1. 6 000 + 400 + 90 + 8 (6
Page 34 and 35: 5. 33 000; 43 000; 53 000; 63 000;
Page 36 and 37: 1.5 Self-explanatory 1.6 Carry over
Page 38 and 39: LEARNING UNIT 3 ...................
Page 40 and 41: .....................ACTIVITY 3.10
Page 42 and 43: LEARNING PROGRAMME GRADE 6 MODULE 1
Page 44 and 45: LEARNING UNIT 2 FOCUSES ON DIVISION
Page 46 and 47: LEARNING UNIT 7 FOCUSES ON TEMPERAT
Page 50 and 51: LEARNING UNIT 2: ADDITION .........
Page 56 and 57: BRAIN TEASER i) R90 000 ii) R14 000
Page 58 and 59: TEST 1 1.1 13 800; 13 750 1.2 24 36
Page 60 and 61:
.......................ACTIVITY 2.3
Page 62 and 63:
4. 4.1 1 143 269 4.2 5 261 380 + 43
Page 64 and 65:
TEST TOTAL: 20 1. 18 16 11 22 14 9
Page 66 and 67:
8.5.3 27; 27 The total is the same
Page 68 and 69:
2.1 12 321 1 234 321 123 454 321 2.
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Teacher's Guide Module 1 - Maths Excellence

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