Exercise 2 Guidelines on how to implement this activity


Do revision of the types of numbers the learners are supposed to know, especially the names and characteristics of each. Number lines drawn on the board or posters


are very useful aids for this purpose. Motivate the extension of ℕ0 to ℤ to make subtraction always possible and from ℤ to ℚ to make division (except division by 0) always possible.


Suggested answers 1.1 1.4


4 > 0 0 > −10


1.7 −25 < 24 2.1


2.7 5 − 9 = −4 2.3 2 − ( −10 ) = 12 Remedial


Some learners may have difficulty with ordering and operations with integers. Revise these skills with them by starting with positive numbers and extending this to include negative numbers. Have number lines available for learners to refer to.


Exercise 3 Guidelines on how to implement this activity


Discuss the concept of rational numbers. Make sure that the learners can recognise all the various forms of rational numbers, including recurring decimals. Do examples together as a class using number lines on the board.


Suggested answers 1 and 2


–11 2 1


–0,8 2.3 Remedial


Some learners may have difficulty fully understanding the definition of ℚ (the set of rational numbers) and how to indicate the position of a rational number (that is not an integer) on a number line. Explain this to them with examples.


– 2 0 2.2 2.1 2.4 2.5 0,5


4 3


1,9 Q Learner’s Book page 16


1.2 −1 < 1 1.5 −3 > −4


1.8 −100 < −99


2.5 12 × ( −12 ) = −144 2.6 ( −39 ) ÷ ( −3 ) = 13


2.2 −1 + 110 = 109 0 − ( −111 ) = 111 ( −7 ) × ( −6 ) = 42 10 ÷ ( −3 ) = − 10


2.4 2.8


___ 3 = −3,333


1.3 −2 < 0 1.6 −10 < −7


Learner’s Book page 15


Chapter 1: Numbers and integers


31


CHAPTER 1


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