Table of Contents
PART A ........................................................................................................................................ 2
PART B ...................................................................................................................................... 14
Bibliography ............................................................................................................................. 16
, OPM 1501 Assignment 02
PART A
1.
• Before Phase: In this phase, the teacher needs to engage the learners in a simple
version of the task. Brainstorming should be used to get learners to share ideas and
collaboratively. Learners must understand the task and what is expected of them.
They should use mental computation.
• During Phase: Once the learners understand the task and what is expected of them,
the educator becomes the lesson facilitator. Teachers must put the learners into
collaborative groups, listen to different problem-solving strategies, provide hints and
suggestions and demonstrate different strategies.
• After Phase: In this phase, the class shares ideas in the form of a discussion. The
teacher should list the learners’ answers without comment and give them space to
explain their solutions and strategies.
2. When learners understand the concept of place-value, they will be able to write two
digit numbers and connect it to the base 10 meaning of ones and tens. Place value is
the value of a digit because of its place in the numeral.
For example; when given the two numbers 3 and 2, the learners can either write the
two digit number 32 or 23. Thirty-two (32) has 3 tens and 2 ones and Twenty-three
(23) has 2 tens and 3 ones.
3.
• Number: A number is a mathematical object used to count or measure in our heads.
It is an idea in our minds.
Example: We see a basket with oranges in it. The numeral that represents the
amount of oranges in the basket is 6. The number is the idea or how we understand
what is meant by the numeral, in our minds.
• Numeral: The numeral is a symbol or name that represents a number.
Example: we see a basket of oranges. The numeral to represent the amount of
oranges in the basket is 6. We understand this numeral in our minds as the number
six. There are six oranges in the basket, represented as the numeral 6.
BED 90103 Page 2 of 16
, OPM 1501 Assignment 02
4.
Problem: Place value chart: Representation:
1. 56+48
H T U
1 15 6 +
+ 4 8
1 0 4
=
2. 90-36
H T U
8 10
9
+ 3 6 -
5 4
=
5.
a) 6 184 046
6 184 046 last digit evendivisible by 2
6+1+8+4++0+4+6= 29 2+9= 11 not multiple of 3
∴This number is not divisible by 6.
6+1+8+4+0+4+6=29 29 is not a multiple of 9
∴This number is not divisible by 9
6 184 0466+8+0+6= 20
6 184 046 1+4+4=9
20-9=11 multiple of 11
∴This number is divisible by 11
BED 90103 Page 3 of 16
PART A ........................................................................................................................................ 2
PART B ...................................................................................................................................... 14
Bibliography ............................................................................................................................. 16
, OPM 1501 Assignment 02
PART A
1.
• Before Phase: In this phase, the teacher needs to engage the learners in a simple
version of the task. Brainstorming should be used to get learners to share ideas and
collaboratively. Learners must understand the task and what is expected of them.
They should use mental computation.
• During Phase: Once the learners understand the task and what is expected of them,
the educator becomes the lesson facilitator. Teachers must put the learners into
collaborative groups, listen to different problem-solving strategies, provide hints and
suggestions and demonstrate different strategies.
• After Phase: In this phase, the class shares ideas in the form of a discussion. The
teacher should list the learners’ answers without comment and give them space to
explain their solutions and strategies.
2. When learners understand the concept of place-value, they will be able to write two
digit numbers and connect it to the base 10 meaning of ones and tens. Place value is
the value of a digit because of its place in the numeral.
For example; when given the two numbers 3 and 2, the learners can either write the
two digit number 32 or 23. Thirty-two (32) has 3 tens and 2 ones and Twenty-three
(23) has 2 tens and 3 ones.
3.
• Number: A number is a mathematical object used to count or measure in our heads.
It is an idea in our minds.
Example: We see a basket with oranges in it. The numeral that represents the
amount of oranges in the basket is 6. The number is the idea or how we understand
what is meant by the numeral, in our minds.
• Numeral: The numeral is a symbol or name that represents a number.
Example: we see a basket of oranges. The numeral to represent the amount of
oranges in the basket is 6. We understand this numeral in our minds as the number
six. There are six oranges in the basket, represented as the numeral 6.
BED 90103 Page 2 of 16
, OPM 1501 Assignment 02
4.
Problem: Place value chart: Representation:
1. 56+48
H T U
1 15 6 +
+ 4 8
1 0 4
=
2. 90-36
H T U
8 10
9
+ 3 6 -
5 4
=
5.
a) 6 184 046
6 184 046 last digit evendivisible by 2
6+1+8+4++0+4+6= 29 2+9= 11 not multiple of 3
∴This number is not divisible by 6.
6+1+8+4+0+4+6=29 29 is not a multiple of 9
∴This number is not divisible by 9
6 184 0466+8+0+6= 20
6 184 046 1+4+4=9
20-9=11 multiple of 11
∴This number is divisible by 11
BED 90103 Page 3 of 16
