MFPC 121 - Assignment 1/ Opdrag 1 2022

(ACADEMIC) Total: 110

Type of assignment: Individual Tipe opdrag: Individueel

Due date: 3 Oct Datum van inhandiging: 3 Okt
Method of submission: See Metode van inhandiging: Kyk
instructions intruksies
Method of assessing: Lecturer Metode van assessering: Dosent

Submission instructions:
Inhandigings instruksies:

Section A Test & Quizzes

• This section must be done on paper, in your own handwriting.
• Scan the document as one pdf document.
• Save it as follows: {student number} MFPC121_Ass1A.
E.g 12345678 MPFC121_Ass1A
• NOW: Go to eFundi, open Tests & Quizzes.
• Click on Assignment1 - Section A and answer the questions. These questions will be
exactly the same as the Assignment’s questions.
• This assignment will be available until the last day of submission - “Due date”. Save
the test each time before signing off. "Submit" when you're done.
• In the last question of the “test”, you will be asked to submit the pdf document of your
written assignment.
Afdeling A: (Test & Quizzes)
• Hierdie afdeling moet op papier gedoen word, in jou eie handskrif.
• Skandeer die dokument in as een pdf dokument.
• Stoor dit op die volgende wyse: {studentenommer} MFPC121_Ass1A.
Bv 12345678 MPFC121_Ass1A
• Gaan na eFundi, maak Tests& Quizzes oop.
• Kliek op Assignment1 - Section A en beantwoord die vrae. Hierdie vrae is presies
dieselfde as die Opdrag se vrae.
• Hierdie opdrag sal beskikbaar wees tot op die laaste dag van inhandiging – “ Due
date”. Stoor die “toets” elke keer voordat jy afteken. “Submit” wanneer jy klaar is.
• Die laaste vraag van die opdrag sal jou vra om die pdf dokument van jou geskrewe
opdrag in te handig.
Section B
• This section must also be done on paper in your own handwriting.
• Scan in the completed assignment as one pdf document.
• NB: Save the document as follows: {student number} MFPC121_Ass1B.
E.g. 12345678 MPFC121_Ass1B
• Submit this section on eFundi – Assignments.
• This part of the assignment will be marked by the lecturer or assistants.

Afdeling B:
• Hierdie afdeling moet ook op paper gedoen word in jou eie handskrif.
• Skandeer die voltooide opdrag in as een pdf dokument.
• NB: Stoor die dokument op die volgende wyse: {studentenommer} MFPC121_Ass1B.
Bv. 12345678 MPFC121_Ass1B
• Handig hierdie afdeling in by eFundi - Assignments
• Hierdie gedeelte van die opdrag sal deur die dosent of assistente gemerk word.

Studiemateriaal / Study material:

• MFPC 121 – Extra book
• Haylock Chapter 6, 7, 8 & 9
• Naude & Meier Chapter 4
Afdeling A / Section A [60] WYS ALLE BEWERKINGS !!!!!
SHOW ALL CALCULATIONS
This section must be handwritten
Question 1 / Vraag 1
1.1

(2)
1.2

(2)

Question 2 / Vraag 2

2.1

(3)
2.2

(3)
Question 3 / Vraag 3
3.1

(7)
Use the following Venndiagram: (This part of this question must be part of Section B)
Gebruik die volgende VEnn-diagram: (Hierdie gedeelte van die vraag word in Afdeling B
beantwoord)

3.2

(1)
3.3

(1)

3.4

(1)
Question 4 / Vraag 4

The following set is given: / Die volgende versameling word gegee:

A = {a,b,c,d,e,f,g}
4.1 What is the ordinal number of the element “d”?
Wat is die ordinale getal van die element “d”? (1)
4.2 What is the cardinal number of set A? 1
Wat is die kardinale getal van versameling A? (1)

Question 5 / Vraag 5
5.1

(4)
5.2

4x½= (2)
Question 6 / Vraag 6

6.1 Give the Hindu-Arabic numbers for the following Roman numbers: Shoe how you got
to the answer.
Gee die Hindu – Arabiese getal vir die volgnde Romeinse getalle. Wys hoe jy by die
antwoord uitgekom het.

6.1.1 CMXXXIX (2)

6.1.2 DCCCXXV (2)
6.1.3 LXXXIX (2)

6.2. Write the following numbers in expanded notation using 3 methods:

Skryf die volgende getalle in uitgebreide notasie deur drie metodes te gebruik.
6.2.1 25 362 (3)
6.2.1 200001 (3)
Question 7 / Vraag 7
7.1 Write a number sentence to show that 495 is less than 687. (Make use of symbols)
Skryf ‘n getalsin wat wys dat 495 minder is as 687. (Maak gebruik van simbole) (1)

7.2 TRUE or FALSE: / Waar of Onwaar (3)

7.2.1 2<23<32<43
7.2.2 34 >56 > 60 means that 56 is less than 34 / beteken dat 56 minder is as 34
7.2.3 34<45<50 means: 45 is less than 50 and more then 34. / beteken dat 45 minder is as
50 en meer is as 34

Question 8 / Vraag 8 Properties of addition.

8.1

(4)

8.2

(5)

Question 9 / Vraag 9

There are 5 categories (interpretation) that subtraction problems can be categorized into.
Daar is 5 interpretasies waarin aftrek somme gekategoriseer kan word.
A. Take away / Reduction / Neem weg
B. Additive / Inverse-of-addition / Missing Addend /
C. Comparison / Vergelykend
D. Partitioning / Verdeling
E. Measurement, Incremental / Meeting, Inkrimental (4)

In each of the following examples, give the category (interpretation): (Do not work out the
sum!)
Vir elkeen van die volgende voorbeelde, gee die kategorie(interpretasie): (Moenie die som
uitwerk nie!)

9.1 I have 20 pieces of fruit in my bowl. There are apples and pears. 15 pieces are apples,
how many are pears?
9.2 I have 10 apples in my bag, I gave 5 apples to the children in my class. Hoe many are
left?
9.3 There are 5 apples and 9 pears in the bowl. How many more pears than apples are
there?
9.4 I have apples for 10 children, but there are 25 children in my class. How many do I
need to give each child an apple?

Question 10 / Vraag 10

10.1

(2)

10.2

(4)
 WYS ALLE BEWERKINGS !!!!!
SHOW ALL CALCULATIONS
Afdeling B / Section B [50]
This section must be handwritten
Question 1 / Vraag 1

(5)
Use the following Venndiagram:

Question 2 / Vraag 2

2.1 Use the number 231 to explain what the difference is between a numeral and a
number.
Gebruik die getal 231 om die verskil tussen ‘n syfer en ‘n getal te verduidelik. (2)

2.2 Give an example where a small learner will get experience with the cardinal aspect of
a number in real life.
Gee ‘n voorbeeld waar ‘n jong leerder die kardinale aspek van ‘n getal in die
werklike lewe sal teëkom. (1)

2.3 Explain what the concept of one-to-one matching (correspondence) for a young
learner will mean.
Verduidelik wat die konsep een-tot-een ooreenstemming vir die jong leerder sal
beteken. (1)

2.4 Use a number line to show what is meant by the ordinal aspect of a number.
Gebruik ‘n getallelyn om aan te toon wat die betekenis van die ordinale aspek van ‘n
getal is (1).

2.5 Explain, with an example, what the nominal aspect of a number means for the young
learner.
Verduidelik, met ‘n voorbeeld, wat die nominale aspek van ‘n getal vir ‘n jong
leerders sal beteken. (1)
Question 3 / Vraag 3

3.1 Use one numberline to show the sets of:

Gebruik een getallelyn om die genoemde versameling aan te dui. (3)
3.1.1 Natural numbers / Natuurlike getalle
3.1.2 Whole numbers / Telgetalle
3.1.3 Integers / Heelgetalle

3.2 Where will rational numbers be on a number line? Show with an example.
Waar sal rationale getalle op die getallelyn wees? Wys met ‘n voorbeeld. (1)

Question 4 / Vraag 4

4.1 Use the base ten blocks to represent the following numbers:
Gebruik die basis tien blokkies om die volgende getalle voor te stel
4.1.1 568 (1)
4.1.2 202 (1)
4.1.3 Why is the 0 called a “place holder”? / Waarom word die 0 ‘n plekhouer genoem? (1)

4.2 Use base ten frames to represent the following number:

Gebruik die tien raam om die volgende getal voor te stel. (2)
23

Question 5 / Vraag 5

Show with a number line how to round off to the nearest 10. Use 15.
Gebruik ‘n getallelyn om te verduidelik hoe om 15 af te rond tot die naaste 10. (1)

Question 6/ Vraag 6

6.1 Give diagrams using sets to show the following:

Gebruik diagramme van versamelings om die volgende aan te toon: (2)

6.1.1 There are 5 boys and 8 girls in a class. How many children are there in the class?
Daar is 5 seuns en 8 meisies in 'n klas. Hoeveel kinders is daar in die klas?
6.1.2 There are 25 children in my class. Three new children arrive in the beginning of the
new term. How many children are there in my class?
Daar is 25 kinders in my klas. Drie nuwe kinders kom aan die begin van die nuwe
kwartaal. Hoeveel kinders is daar in my klas?
Question 7 / Vraag 7

7.1 Solve the following problem, using the stated method /

Los die volgende probleem op deur gebruik te maak van die genoemede metode:
23 + 48
7.1.1 Base ten blocks / Basis tien blokkies. (2)
7.1.2 Chip abacus (2)
7.1.3 Composing and Decomposing of numbers / Horizontal method (2)
7.1.4 Instructional algorithm (Look in the MFPC 121 Extra book) (2)
7.1.5 Column addition / Kolom optelling (2)

7.3 Solve the following problem using the Lattic method.

Los die volgende probleem op deur die Lattic mtoded te gebruik. (2)

987 + 598

Question 8/ Vraag 8

8.1 Solve 456 -123 by using: / Los 456 – 123 deur gebruik te maak van:
8.1.1 Decomposing of numbers / Horizontal method (2)
8.1.2 Instructional algorithm (2)

8.2 Solve 56 – 39 by using: In your calculations, show where the regrouping/exchanging

is taking place.
Los 56 – 39 op deur: (In jou bewerkings moet hergroepering duidelik gewys word.
8.2.1 Base ten blocks / Basis tien blokkies (2)
8.2.2 Decomposing of numbers / Horizontal method (2)
8.2.3 Instructional algorithm (2)
8.2.2 Column subtraction / Kolom aftrekking (2)

Question 9 / Vraag 9

9.1 Solve 4587 – 3698 using column subtraction.

Los 4587 – 3698 op deur kolom aftrekking. (2)
9.2 Use addition to check if your answer is correct.
Gebruik optelling om jou antwoord te kontroleer. (2)