Scribd
Upload
47 views9 pages

MAE101J

This document contains the exam work of student Amor Nel for module MAE101J taken in June 2022. The exam consists of 5 questions covering various math topics like numbers, fractions, area, and problem solving. For each question, the student provides their answers, working, and explanations. At the end, the student includes a declaration of academic honesty stating the work is their own original work. The exam demonstrates the student's understanding of foundational math concepts taught in the module.

Uploaded by

Amor Nel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
47 views9 pages

MAE101J

This document contains the exam work of student Amor Nel for module MAE101J taken in June 2022. The exam consists of 5 questions covering various math topics like numbers, fractions, area, and problem solving. For each question, the student provides their answers, working, and explanations. At the end, the student includes a declaration of academic honesty stating the work is their own original work. The exam demonstrates the student's understanding of foundational math concepts taught in the module.

Uploaded by

Amor Nel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 9

Amor Nel

MAE101J
Exam
JUNE 2022
64426572
Question 1:
1.1) D
1.2) F
1.3)H
1.4) A
1.5) J
1.6) G
1.7) I
1.8) B
1.9)
1.10) E

Question 2:
2.1 a) 3 Tens and 2 Ones(Units)
b) Thirty- two
c) 30- 2
2.2 a) b)

2.3 a) Hundredths
b) 7
c) 20000
2.4) The invention of zero simplified computations it freed
mathematicians to develop vital mathematical disciplines such as
algebra and calculus, and eventually the basis for computers and
algorithms.

Question 3:
3.1) 1. Invented strategies serve students well on standardized tests.
Evidence proves that students using invented strategies do as well or
even better than students using standard algorithms in computation on
standardized tests.
2. Students develop number sense. Students’ development and use of
number-oriented, flexible algorithms offers them a understanding of
the number system through strategies they comprehend and
understand.
3. Students make fewer errors - Research reveals that students using
methods they understand helps them make fewer mistakes because
they have a better understanding of their own methods.
4. Less re-teaching is required - Teachers often are concerned when
students’ early efforts with invented strategies are slow and time
consuming, but the productive struggle in these early stages builds a
well-integrated network of ideas that is long lasting and significantly
minimizes the time required for re-teaching.
5. Flexible methods are often faster than standard algorithms. If a
student comprehends the method it will be much easier for them to
use their method than struggle using an algorithm.
3.2.1) Recognise equivalent fractions
Create equivalent fractions
3.2.2) White paper for each child.
Coloured markers
Fraction charts
Chalk board or projector to do drawing presenting.
3.2.3) Before stage: getting children ready for the lesson.
Activate prior knowledge: Ask learners to identify the unit or core of a
fraction, make sure they have knowledge that fractions have equal
parts, the denominator tells how many equal parts are in the unit and
that the numerator tells how many equal parts are considered
Be sure the task is understood: explain the fractions, show pictures of
fractions and then ask questions about the fractions to make sure that
they have an understanding of their task do a similar task as a class
group as a test run.
Set clear expectations for the learners: Tell students clearly using
correct mathematical terms what is expected of them during their
activity, warn them of common errors and how to avoid them.
During stage :
Let go, no interference: Let children do their activity on their own
without too much guidance and interference.
Provide appropriate support: Guiding children towards the answer
without giving them the actual answer.
Provide worthwhile extension: Be ready with extra worksheets and
activities for the fast working pupils who finish quickly so the rest can
get the best from their own activity without being bothered while they
focus.
After stage:
Promote a mathematical commonity of learners: Verbally reward good
answers and include the whole class in the discussions.
Listen actively without evaluation: Listen actively how children reach
their mathematical thinking and approach answers.
Summarize main ideas and identify future problems: Make connections
for strategies and take notes to approve in your future lessons.
3.2.4) Show the students an unlined piece of paper. Fold the paper in
half and shade one half. Show the paper and ask the students the
following questions:
• How many total parts do you see? (2)
• How many shaded parts do you see? (1)
• What fraction of the paper is shaded? (One half)
Refold the paper in half and then fold the paper in thirds. Ask the
students to:
• Predict the number of total parts you will have when you unfold the
paper. (6)
• Predict the number of shaded parts you will have when you unfold
the paper. (3)
• Predict what new fraction will be represented when you unfold the
paper. (Three sixths)
Confirm students’ predictions by unfolding the paper and ask the
following questions:
• What happened to the number of total parts? They should give an
answer that the number tripled
• What happened to the number of shaded parts? They should answer
that the amount tripled
• How do you know one half and three sixths are equal? Let them
answer that they both represent the same amount.

Question 4:
4.1) Area module.
Lattice multiplication
Short multiplication
4.1.2) 36 x 72

2100 + 420 + 60 + 12 = 2592.


4.2.2) Proper fraction 3/5
Improper fraction 9/5

Mixed fraction 2 1/3

Like fraction. 1/2 , 3/2, 7/2


Unlike fraction. 1/2, 1/3, 1/5
Equivalent fraction. 1/2 , 2,4.
Question 5:
5.1) Development of long term knowledge- Learners are able to retrain
and recall information from long ago easily.
Use of diverse instruction type: to meet the needs of children one can
use a lot of different strategies with groups to enhance learning and
create suitable learning opportunities.
Continuous engagement in the classroom: Using different strategies
keeps children engaged so it doesn’t form part of a routine but an
exciting way to learn.
Improve team work and interaction skills with classmates and peers.
They learn collaboration skills while working in groups learning to give
meaningful opinions and shape the pride when they finish a task
together with everyone’s input.
Development of transferable skills: Learners learn valuable skills that
help them to transfer to real- world scenario.
5.2) Step 1: Understand the problem.
If two different numbers are added, they will give you 143. If the same
numbers are subtracted, they will give you 7.
Step 2: Devise a plan.
𝑥+𝑦=143 …. Equation 1
𝑥−𝑦=7 …… Equation 2
Step 3: Carry out the plan.
𝑥=7+𝑦 Substitute into equation 1 7+𝑦+𝑦=143
2𝑦+7=143
2𝑦=143−7
2𝑦=136
𝑦=136 ÷2
𝑦=68
𝑥=143−68
𝑥=75
Evaluate: 68+ 75= 143
75 – 68 = 7
DECLARATION
I, Amor Nel
Student number: 64426572
Module code: MAE101J
Hereby declare the following:
I understand UNISA’S policy on plagiarism. This examination is my
original work produced by myself. I have duly acknowledged all the
other people’s work (both electronic and print) through the proper
reference techniques as stipulated in this module.
I have not copied work of others and handed it in as my own. I have
also not made my work available to any fellow students to submit as
their own.
Signature .Date: 17-06-2022

You might also like