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OPM1501
Assignment 2
Semester 1
2024 (839194)
- DUE 21 April
2024
QUESTIONS WITH WELL OUTLINED ANSWERS

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[Date]
OPM1501 Assignment 2 Semester 1 2024 (839194) - DUE
21 April 2024

1. In OPM1501, we advocate for the need for mathematics teachers to shift from
traditional teaching approaches and embrace an approach that promotes learner
engagement and meaning making.
1.1. Use your own words to explain what the above statement means for you. (5)
1.2. Give THREE reasons why there should be a shift in the thinking about
mathematics teaching. (3)
1.3. Comment on the following statement: ‘it is easier for a mathematics teacher to
teach through rote learning’. (2)
1. Understanding the Statement
The statement in OPM1501 calls for a move away from traditional teaching methods
in mathematics towards a more engaging and meaningful learning experience for
students. In simpler terms, it means ditching methods that focus on memorization and
rote repetition, and instead, embracing approaches that help students understand the
"why" behind the math, not just the "how."
1.2. Reasons for the Shift
There are several reasons why there should be a shift in how mathematics is taught:
1. Deeper understanding: Rote learning only equips students to solve specific
problems they've memorized. A shift towards meaning-making helps them
develop a deeper understanding of mathematical concepts, allowing them to
solve a wider range of problems and apply math in real-world situations.
2. Increased engagement: Traditional methods can be dull and repetitive, leading
to disinterest and frustration. Engaging approaches, like hands-on activities and
real-world applications, can spark curiosity and make learning math enjoyable.

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 3. Improved problem-solving skills: When students understand the underlying
concepts, they develop critical thinking and problem-solving skills that go
beyond simply getting the right answer.
1.3. Rote Learning vs. Easier Teaching?
The statement "it is easier for a mathematics teacher to teach through rote learning"
might seem true at first glance. Rote learning requires less preparation and planning.
However, it's a short-sighted approach. While easier to set up, it ultimately hinders
student learning and creates a negative association with math.

1.4. Write a 1000-word essay in which you critically demonstrate your understanding
of the above statement with a lens on the teaching and learning of measurement in any
grade in the Intermediate Phase. You should include examples, either from your
learning experience at school, general reading, your understanding of the curriculum
or observation as a learner to illustrate the points that you make. Please use rubric 1
provided at the end of this Tutorial Letter, to guide the structuring of your essay. It is
important that you use this rubric to do self-evaluation before you submit to ensure
that you have completed all the required elements for the essay adequately. (30)
Fostering Meaningful Measurement in the Intermediate Phase: A Shift Away
from Rote Learning
The call for a paradigm shift in mathematics education, as advocated by OPM1501,
emphasizes the need for a move away from traditional, rote-learning approaches. This
essay will critically analyze the importance of transitioning towards fostering
meaning-making in math education, specifically focusing on the teaching and learning
of measurement within the Intermediate Phase (Grades 4-7).
The Pitfalls of Rote Learning in Measurement:
Many of us have personal experiences with rote learning in mathematics, particularly
when it comes to measurement. This might involve memorizing conversion tables or
formulas like "1 meter equals 100 centimeters" without ever truly understanding the

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concepts behind them. While seemingly efficient, rote learning offers a shallow
foundation for comprehension.
Imagine a student who, through rote learning, memorizes the formula for area (length
x width). This student might be able to calculate the area of a rectangle on a test, but
struggle to visualize the concept or apply it to real-world situations. For example, if
tasked with calculating the amount of paint needed to cover a rectangular wall, the
student may find it difficult to translate the formula into a practical solution. Rote
learning simply equips students to navigate specific, pre-defined problems, hindering
their ability to solve problems independently or apply math in real-world scenarios.
This approach also breeds disengagement. Repetitive memorization tasks can become
tedious and foster a negative association with mathematics, leading to frustration and
a lack of interest in the subject.
Embracing Meaning-Making in Measurement Education:
The Intermediate Phase represents a crucial window of opportunity for students to
develop a strong foundation in measurement. Shifting away from rote learning and
promoting meaning-making during this stage is paramount for fostering a deeper
understanding and appreciation of the subject.
One effective approach lies in incorporating hands-on activities. Imagine a Grade 4
class exploring the concept of length. Instead of simply memorizing units like
centimeters and meters, students can engage with non-standard units like straws or
blocks. This allows them to physically measure objects in the classroom, compare
lengths, and visualize the difference between units. Through this practical exploration,
measurement becomes a tangible experience, not just a set of abstract concepts.
Another powerful tool is integrating real-world applications. Mathematical
knowledge becomes more meaningful when connected to a student's own experiences.
Cooking projects in a Grade 6 class can necessitate accurately measuring ingredients,
requiring students to choose appropriate tools and apply their understanding of
volume and capacity. Similarly, planning a school garden in Grade 7 might involve
measuring areas for planting. By embedding measurement within these activities,

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students see its relevance in their everyday lives and are more likely to be invested in
the learning process.
Furthermore, building connections between measurement and other mathematical
areas fosters a deeper understanding of the interconnectedness of math. For example,
measuring the perimeter of a rectangular garden in Grade 5 requires multiplying the
lengths of the sides. This activity provides a meaningful context for practicing
multiplication skills while reinforcing the concept of perimeter.
A Case Study: Transforming a Measurement Lesson
Let's consider a typical lesson on volume in Grade 5. Traditionally, this might involve
rote memorization of the formula (length x width x height). However, a more
engaging approach could involve students in designing and building small boxes from
cardboard or paper.
By working in pairs, students can experiment with different box sizes, manipulating
the length, width, and height. They can then explore how these dimensions affect the
volume of their creations. This process allows them to discover the formula for
volume through collaborative exploration and hands-on experimentation, rather than
simply memorizing it.
Benefits of Meaningful Measurement Learning:
The benefits of prioritizing meaning-making in measurement education are numerous:
• Improved Problem-Solving Skills: When students grasp the underlying
concepts of measurement, they become better equipped to tackle real-world
problems with confidence. They can analyze the situation, choose appropriate
measurement tools (rulers, measuring cups, etc.), and apply their knowledge to
find solutions.
• Increased Engagement and Motivation: Meaningful learning fosters a sense
of accomplishment and makes math more enjoyable. Students become more
engaged in the learning process and are more likely to persevere when faced
with challenges. They develop a sense of agency in their learning,
understanding that their explorations and discoveries lead to new knowledge.
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 • Long-Lasting Understanding: Rote learning provides temporary knowledge
that easily fades. Meaningful learning, on the other hand, leads to a deeper
understanding that students retain and can apply in various contexts. They are
able to transfer their knowledge of measurement to future math problems and
real-world situations, fostering long-term learning.
Conclusion:
Shifting from rote learning to promoting meaning-making in mathematics is essential
for fostering student engagement, problem-solving skills, and a genuine love for the
subject.

2. Describe what is meant by compensation to add or subtract. (4)

2.1. Provide TWO examples for compensation to add and demonstrate how you would
teach the method to your Grade 4 learners . (8)
2.2. Provide TWO examples for compensation to subtract and demonstrate how you
would teach the method to your Grade 4 learners. (8)
2. Compensation in Addition and Subtraction
Compensation refers to a mental math strategy where we adjust one number slightly
to make it easier to add or subtract with another number. We then compensate for
the adjustment by adding or subtracting the same amount to or from the final answer.
This strategy is particularly helpful for calculations involving numbers close to
multiples of 10 or 100, making them easier to solve mentally.
2.1. Compensation for Addition (Grade 4 Examples)
Example 1: Adding 28 + 14
• Explanation:
Adding 14 to 28 can be challenging. However, we can add 2 to 28 (making it
30) which is easier to add with 14. Since we "borrowed" 2 from 28, we need to
subtract 2 from the final sum to compensate.
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 • Teaching approach:
Use place value blocks to represent 28 and 14. Begin by grouping 2 blocks
from the tens place of 28 with the ones place. This creates a new group of 10
and 6 ones. Explain that we are "borrowing" 2 to make adding easier. Now, add
the 10 and 14 (easy because it's close to 10) to get 24. Finally, subtract the
"borrowed" 2 to get the answer: 24 - 2 = 22.
Example 2: Adding 53 + 38
• Explanation:
Adding 38 to 53 can be tricky. We can "borrow" 3 from 53 (making it 50)
because adding 50 and 38 is simpler. Remember to add the borrowed 3 back to
the final sum.
• Teaching approach:
Use a number line. Start at 53 and jump 3 to the left (borrowing) to reach 50.
Explain that borrowing makes adding easier. Now, jump 38 to the right from 50
to land at 88. Finally, remind them to add back the borrowed 3: 88 + 3 = 91.
2.2. Compensation for Subtraction (Grade 4 Examples)
Example 1: Subtracting 17 from 45
• Explanation:
Subtracting 17 from 45 can be challenging. We can add 3 to 17 (making it 20)
because subtracting 20 from 45 is easier. Since we "added" 3 to 17, we need to
subtract 3 from the final difference to compensate.
• Teaching approach:
Use counters. Start with 45 counters and remove 17. Explain that subtracting 17
is difficult, so let's add 3 counters to make subtraction easier. Add 3 counters to
the pile you removed (now 17 + 3 = 20). Now, remove the adjusted amount
(20) from the original pile (45) to get 25. Finally, take away the "added" 3
counters to compensate: 25 - 3 = 22.
Example 2: Subtracting 68 from 100

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 • Explanation:
Subtracting 68 from 100 can be challenging. We can subtract 2 from 68
(making it 66) because subtracting 66 from 100 is easier. Remember to add the
subtracted 2 back to the final difference.
• Teaching approach:
pen_spark

Use a hundred board. Start by pointing to 100. Explain that subtracting 68 is difficult.
Move 2 squares to the right (subtracting 2 from 68) to land on 98. Now, it's easier to
subtract 66 (move down 6 rows and 6 columns). We land at 32. Finally, add back the
subtracted 2 to compensate: 32 + 2 = 34.

3. Illustrate the following numbers using base 10 blocks:

(a) 845 (2)
(b) 976 (2)
(c) 2051 (2)
(d) 2376 (2)
(e) 101 (2)
Base-10 blocks are typically used in decimal systems, not binary systems. Binary
systems use powers of 2 (1, 2, 4, 8, etc.) while base-10 uses powers of 10 (1, 10, 100,
1000, etc.). However, we can still illustrate these numbers using place value blocks if
we interpret them as representing a decimal number encoded in binary form.
Here's how the numbers would look using place value blocks, assuming each block
represents a power of 2:
(a) 845 (2)
• Thousands place: 1 block (2^11 = 2048)
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 • Hundreds place: 0 blocks
• Tens place: 2 blocks (2^1 = 2)
• Ones place: 1 block (2^0 = 1)
(b) 976 (2)
• Thousands place: 1 block (2^11 = 2048)
• Hundreds place: 0 blocks
• Tens place: 0 blocks
• Ones place: 0 blocks (since 0 x 2^0 = 0)
• Eight place: 1 block (2^3 = 8)
(c) 2051 (2)
• Thousands place: 2 blocks (2^11 = 2048)
• Hundreds place: 0 blocks
• Tens place: 0 blocks
• Ones place: 1 block (2^0 = 1)
(d) 2376 (2)
• Thousands place: 2 blocks (2^11 = 2048)
• Hundreds place: 1 block (2^8 = 256)
• Tens place: 1 block (2^1 = 2)
• Ones place: 0 blocks
(e) 101 (2)
• Hundreds place: 0 blocks
• Tens place: 0 blocks

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 • Ones place: 1 block (2^0 = 1)
• Twos place: 1 block (2^2 = 4)

4. Test the following numbers for divisibility by 5, 6 and 11(Do not divide or
factorise).
a) (3)
b) (3)
a) 3 is not divisible by 5, 6, or 11.
Here's why using the divisibility rules:
• Divisibility by 5: A number is divisible by 5 if the last digit is a 0 or a 5. In this
case, the last digit is 3, so it's not divisible by 5.
• Divisibility by 6: A number is divisible by 6 if it's divisible by both 2 and 3.
Since 3 is an odd number, it's not divisible by 2, and therefore not divisible by
6 (which requires divisibility by both 2 and 3).
• Divisibility by 11: There's no simple divisibility rule for 11 using the last digit.
In general, divisibility by 11 requires a more complex check involving
alternating digits.

5. To this end, Van de Walle et al (2016) see a lesson as consisting of three main
parts: before, during and after. For each of the following statements, state the part of
the lesson they represent:
a) Provide hints and suggestions when the group is searching for a place to begin or
when they stumble. (2)
b) Time for the class to share ideas. (2)
c) Give learners space to explain their solutions and processes. (2)

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a) Providing hints and suggestions when the group is searching for a place to begin or
when they stumble represents the "during" part of the lesson, where active learning
and problem-solving occur.
b) Time for the class to share ideas corresponds to the "during" part of the lesson as
well, specifically to the phase of group discussion and idea exchange.
c) Giving learners space to explain their solutions and processes belongs to the "after"
part of the lesson, where reflection and consolidation take place after the learning
activity.
6. When you set tasks for your learners, you could tell them: “Use the ideas you own
to solve this problem”.
Encouraging learners to "use the ideas they own" is a great way to promote creative
problem-solving and independent thinking. It fosters a sense of ownership over the
learning process and helps them develop critical thinking skills.
Here's why it works:
• Boosts Confidence: When learners come up with their own solutions, it builds
their confidence in their abilities.
• Encourages Creativity: It allows them to explore different approaches and
think outside the box.
• Improves Problem-Solving: By tackling problems from their own perspective,
they develop stronger problem-solving skills.
• Increases Engagement: Students are naturally more invested in finding
solutions when they feel their ideas are valued.
Here are some additional tips for incorporating this approach:
• Provide Open-Ended Problems: Instead of problems with a single answer,
pose questions that can be approached in multiple ways.
• Offer Choices: Give learners options for how they can demonstrate their
understanding. This could include writing, presentations, or creating models.
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 • Encourage Collaboration: While independent thinking is important,
teamwork can also be valuable. Let students bounce ideas off each other and
learn from different perspectives.
By following these tips, you can create a learning environment that empowers
students to think critically and solve problems effectively.

7. Use Dienes blocks to illustrate the following operations:

a) 34 + 47 (2)
b) 296 + 205 (2)
c) 64 – 27 (2)
d) 516 – 209 (2)
Dienes Blocks for Math Operations
Dienes blocks are a great way to visualize and understand math operations. Here's
how to illustrate the given problems using Dienes blocks:
a) 34 + 47 (2):
1. Represent 34: Use 3 long rods (representing 30 ones) and 4 unit blocks.
2. Represent 47: Use 4 long rods and 7 unit blocks.
3. Combine the blocks: Put all the long rods and unit blocks together.
4. Regroup (optional): Since you have 11 unit blocks, you can regroup them into
1 long rod and 1 unit block.
5. Final result: You will have a total of 7 long rods and 1 unit block, which
represents 71.
b) 296 + 205 (2):

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 1. Represent 296: Use 2 flat plates (representing 200), 9 long rods (representing
90), and 6 unit blocks.
2. Represent 205: Use 2 flat plates, 0 long rods (since 9 already represent 90),
and 5 unit blocks.
3. Combine the blocks: Put all the same type of blocks together (flat plates, long
rods, unit blocks)
4. Regroup (optional): You might need to regroup depending on the number of
unit blocks. If you have 11 or more unit blocks, regroup them into a long rod
and remaining unit blocks.
5. Final result: You will have a total of 4 flat plates, 9 long rods (or 8 and some
unit blocks if regrouping happened), which represents 491.
c) 64 – 27 (2):
There are two ways to approach subtraction with Dienes blocks: separation or
removal.
Method 1: Separation
1. Represent 64: Use 6 long rods and 4 unit blocks.
2. Separate 27: Take away 2 long rods and 7 unit blocks from the first set.
Method 2: Removal
1. Represent 64: Use 6 long rods and 4 unit blocks.
2. Show 27: Build a separate set with 2 long rods and 7 unit blocks.
3. Remove the smaller set: Take away the set representing 27 from the first set
of blocks.
Final result: In both methods, you will be left with 4 long rods and potentially some
unit blocks depending on if regrouping was necessary (if there were less than 4 unit
blocks remaining). This represents 37.

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d) 516 – 209 (2):
Similar to subtraction in part c), you can use either separation or removal method.
1. Represent 516: Use 5 flat plates (representing 500), 1 long rod (representing
10), and 6 unit blocks.
2. Separate/Remove 209: Take away 2 flat plates, 0 long rods (since 1 already
represents 10), and 9 unit blocks (using either separation or removal method).
Final result: You will be left with 3 flat plates, 1 long rod, and potentially some unit
blocks depending on regrouping (if there were less than 6 unit blocks remaining). This
represents 307.

8. Use the place value chat to represent the following numbers:

a) 4875 (2)
b) 39870 (2)
c) 27 (2)

Here's the place value representation for the given numbers:

Place Value Thousands Hundreds Tens Ones

a) 4875 4 8 7 5

b) 39870 3 9 8 7

c) 27 0 0 2 7

9. Compare the following fractions 35 and 37 by using the area model. Make accurate
drawings.
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Comparing 3/5 and 3/7 using the Area Model
The area model helps us visualize fractions by dividing a whole shape (usually a
rectangle) into equal parts. Here's how to compare 3/5 and 3/7 using the area model:
Step 1: Draw the Rectangles
• Draw two rectangles with the same size (representing the whole).
Step 2: Divide the Rectangles
• Divide the first rectangle into 5 equal parts (since the denominator of the first
fraction is 5).
• Divide the second rectangle into 7 equal parts (since the denominator of the
second fraction is 7).
Step 3: Shade the Fractional Parts
• Shade 3 out of the 5 parts in the first rectangle (representing 3/5).
• Shade 3 out of the 7 parts in the second rectangle (representing 3/7).
Here's a visual representation:
Rectangle 1 (5 parts) | Rectangle 2 (7 parts)
____________________ | _______________________
| | | | | | | |
| SHADE | SHADE | SHADE | | SHADE | SHADE | SHADE |
| | | | | | | |
| | | | | | | |
____________________ | _______________________
3/5 | 3/7
Step 4: Comparison

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By looking at the shaded regions, we can see that the shaded area in the first rectangle
(representing 3/5) is larger than the shaded area in the second rectangle (representing
3/7).
Conclusion:
Therefore, 3/5 > 3/7. In other words, three-fifths is greater than three-sevenths.
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