OPM1501 ASSIGNMENT 2 SEMESTER 1

OPM1501 ASSIGNMENT 2 SEMESTER 1 OPM1501 ASSIGNMENT 2 M UYS UNIQUE NUMBER 2 Table of Contents PART A .................................................................................................................................................... 3 1. Name the three-phase lesson format and explain each. .................................................................... 3 2. How can learners learn to write two- digit numbers in a way that it is connected to the base 10 meaning of ones and tens? ..................................................................................................................... 3 3. Define the number and numeral. Provide an example for each ....................................................... 3 4. Draw Dienes block to show how to find the solution to .................................................................... 3 5. Test the following numbers for divisibility by 6, 9, and 11 .............................................................. 3-4 6. The Sieve of Eratosthenes is a well-known way to find prime numbers ............................................ 5 7. Use the vertical and horizontal algorithms to find the sum or difference of .................................. 5-6 8. How are standard algorithms different from student-invented strategies? Explain the benefits of invented strategies over standard algorithms ........................................................................................ 8 9. Draw pictures showing how 39 × 6 could be modelled: with base – ten blocks, or with areas on base 10 grids ........................................................................................................................................... 8 10. Use the method of compensation to show how you can make the subtraction of 563-79 easier .. 8 11. A learner in your class says that the value of the underlined digit in 12 678 is 2. How will you help the learner to overcome this misconception? ........................................................................................ 8 12. What does partitioning mean? Explain and illustrate ...................................................................... 7 13. In the context of choosing a “whole”, explain when a “quarter” is not always equal to a “quarter”. Give an example .................................................................................................................... 7 14. Use the correct language to explain the difference between the expressions ................................ 7 15. The exercise is based on your understanding of the fraction concept .......................................... 8-9 16. Use the following models to show the equivalence of the fractions ............................................... 9 17. Compare the fractions .................................................................................................................... 10 18. Use a standard algorithm to calculate ............................................................................................ 10 19. The following question was given to Grade 4 learners ................................................................... 10 20. Use the grid alongside to illustrate ................................................................................................. 11 PART B (Lesson Plan) ....................................................................................................................... 11-15 Resources .............................................................................................................................................. 15 OPM1501 ASSIGNMENT 2 M UYS UNIQUE NUMBER 3 PART A 1. Name the three-phase lesson format and explain each. The three-phase lesson format is used for lessons when teaching using problem solving: 1. Before phase: -Try getting all students ready to work on the task expected from them. -Make sure all expectations for products are clear enough. 2. During phase: -You must be confident and have respect for learner’s ability. -Learners should get used to working in groups. -Find out how learners approach the task, what they know and how they think. -Provide suggestions when they stumble. -Encourage ideas. -Get second method in place. 3. After phase: -Accept learner’s suggestion without evaluation. -Attend discussions as learners explain and evaluate methods and conclusions. 2. How can learners learn to write two- digit numbers in a way that it is connected to the base 10 meaning of ones and tens? Think of the number written on two separate cards. Fitted behind one behind the other to look like The other strategy might be to use number cards with place values tens and unit placed one on top of the other. Number Place value chart Representation 33 Tens Units 3 3 3. Define the number and numeral. Provide an example for each. Number: an arithmetical value, an idea that quantifies, counts, ranks or calculates an arithmetical value. For example: 3,4. Numeral: a symbol that is used to indicate a number. For example: three, four. 33 30 3