OPM1501
Oct/Nov 2020
UNIVERSITY EXAMINATIONS
Oct/Nov 2020
OPM1501
ORIENTATION TO PRIMARY MATHEMATICS (OPM) 1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Seven (7) pages.
INSTRUCTIONS:
Non-programmable calculators may be used, unless otherwise specified.
This is NOT an open-book examination and study material, or notes may NOT be consulted during
the examination.
Read the questions carefully.
Use of a non-programmable pocket calculator is allowed.
It is in your own interest to write legibly and to present your work neatly.
To upload the examination, login to myUnisa click on "myAdmin", "Assessment Admin" and then
on "Examination submission". Choose the module you want to submit. Remember to click
"Submit" once you have finished uploading your examination answer script.
[TURN OVER]
, OPM1501
Oct/Nov 2020
Question 1
To develop essential mathematics skills, the learner should learn to investigate, analyse,
represent and interpret information. Reflect on this statement when answering the following
questions:
1.1 Show how you, the teacher, would incorporate an essential mathematics skill in
the teaching and learning of mathematics? (5)
1.2 To develop mathematical proficiency, learners need to learn mathematics
successfully. Discuss the FIVE strands of mathematical proficiency and name the
different aspects of learning mathematics that each covers. (10)
1.3 The "after" phase in the teaching through problem-solving approach is critical
for both learners and teachers. Learners often learn the most in this phase. It is
not a time to check answers, but for the class to share ideas. Discuss what
teachers must do (their responsibilities) during this phase to ensure that a
mathematics lesson is a success. (4)
1.4 Describe teachers’ actions in the “before” phase of a mathematics problem-solving
lesson. (3)
1.5 In which phase of the mathematics lesson is each of the following actions carried
out to achieve problem-solving goals? (3)
1.5.1 Using plan-and-carry-out strategies.
1.5.2 Allowing learners to develop problem-solving strategies to understand the problem.
1.5.3 Reflecting on the problem-solving process to ensure that learning has taken place
and to consolidate the learning that has taken place.
[25]
Question 2
2.1 531 is an example of a number. Define a numeral and show how this number
qualifies to be called a numeral. Write down the place value of the underlined digit. (3)
2.2 Write the following number in words: 234 567 890. (2)
2
Oct/Nov 2020
UNIVERSITY EXAMINATIONS
Oct/Nov 2020
OPM1501
ORIENTATION TO PRIMARY MATHEMATICS (OPM) 1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Seven (7) pages.
INSTRUCTIONS:
Non-programmable calculators may be used, unless otherwise specified.
This is NOT an open-book examination and study material, or notes may NOT be consulted during
the examination.
Read the questions carefully.
Use of a non-programmable pocket calculator is allowed.
It is in your own interest to write legibly and to present your work neatly.
To upload the examination, login to myUnisa click on "myAdmin", "Assessment Admin" and then
on "Examination submission". Choose the module you want to submit. Remember to click
"Submit" once you have finished uploading your examination answer script.
[TURN OVER]
, OPM1501
Oct/Nov 2020
Question 1
To develop essential mathematics skills, the learner should learn to investigate, analyse,
represent and interpret information. Reflect on this statement when answering the following
questions:
1.1 Show how you, the teacher, would incorporate an essential mathematics skill in
the teaching and learning of mathematics? (5)
1.2 To develop mathematical proficiency, learners need to learn mathematics
successfully. Discuss the FIVE strands of mathematical proficiency and name the
different aspects of learning mathematics that each covers. (10)
1.3 The "after" phase in the teaching through problem-solving approach is critical
for both learners and teachers. Learners often learn the most in this phase. It is
not a time to check answers, but for the class to share ideas. Discuss what
teachers must do (their responsibilities) during this phase to ensure that a
mathematics lesson is a success. (4)
1.4 Describe teachers’ actions in the “before” phase of a mathematics problem-solving
lesson. (3)
1.5 In which phase of the mathematics lesson is each of the following actions carried
out to achieve problem-solving goals? (3)
1.5.1 Using plan-and-carry-out strategies.
1.5.2 Allowing learners to develop problem-solving strategies to understand the problem.
1.5.3 Reflecting on the problem-solving process to ensure that learning has taken place
and to consolidate the learning that has taken place.
[25]
Question 2
2.1 531 is an example of a number. Define a numeral and show how this number
qualifies to be called a numeral. Write down the place value of the underlined digit. (3)
2.2 Write the following number in words: 234 567 890. (2)
2
