FMT3701 EXAM PACK 2023 LATEST QUESTIONS AND ANSWERS

NUMBERS ADDITION: ● A way of putting together 2 or more things to find out how many there are together. ● Each addition fact is made up of 2 or more addends and a sum ● Some beginners practise with coins or bottle caps ● Each addition fact consists of an (ADDEND) + (ADDEND) = (SUM) BASIC FACTS COUNTING TOGETHER When you put together 2 or more sets to form a new set and find out how many there are together in the new set, you can count them together. THINKING TOGETHER Is a quicker way of adding than counting together. Example: 4 + 5 = ??? (4+4= 8 ) so (4+5 will be 1 more) therefore 4 + 5 = 9 REGROUPING Changing the sets to the nearest 10 is called regrouping EXAMPLE: 9 + 6 +15 OR (9 +1 =10) and (6 -1 = 5) NUMBERS AND CALCULATIONS 1 SUBTRACTION ● A way of taking away a number of things from a larger number of things ● A number is taken away to find out how many things are left ● Each subtraction fact consists of a MINUEND, a SUBTRAHEND and a REMAINDER or DIFFERENCE. BASIC FACTS DICE AND DRILLING ACTIVITIES use one/two more than dice 1 : labelled with +1, +2 2 : labelled 4, 5, 6 ,7, 8, 9 After each roll of the dice, children should say the complete fact: four and two is six DISCUSS THE USE OF DICE IN THE DRILLING ACTIVITIES IN THE MATHEMATICS CLASSROOM. EXPLAIN THE CONCEPTS THAT CAN BE MASTERED AS WELL AS DRAW (SHOW) THE DICE THAT YOU WILL USE(5) ● Drill is good for strengthening memory and retrieval capabilities. ● Dice can be used to to complete the facts of numbers for example if you get’ 3 and 6 its 9’ ● They can use it to add doubles doubling the number that they get. ● They can use a dice with numerals or the one with just number symbols. NUMBERS AND CALCULATIONS 2 DRILLING ACTIVITIES (PG 160) ADDITION GAMES ● ICE-CREAM ADDITION ● JUMPING MATH ● WORD PROBLEMS SUBTRACTION GAMES ● SUBTRACTION WAR DONE ABOVE OR READ PAGES 165 – 167 FOR ADDITION AND 168 FOR SUBTRACTION LUDO, SNAKES AND LADDERS, HOPSCOTCH ETC NUMBERS AND CALCULATIONS 3 UNDERSTANDING PLACE VALUE OF NUMBERS IS IMPORTANT. Place value concepts help lay the foundation for all higher level math. Teaching place value to students requires teaching in a way that they will master the underlying concepts, as well as the mechanics. That requires effective teaching strategies presented in a step by step fashion. ● Assess readiness skills before teaching place value. The Yale National Initiative recommends ensuring that students have mastered counting numbers one through 10 and understand one to one correspondence. They should also be able to say, write and read numbers, and do simple addition and subtraction ● Start with manipulatives (tangible objects that can physically be counted), then move to pictures or other visual representations when students first learn place value. It is recommended to use abstract numbers after the basic concepts have been reinforced with manipulative and visuals. ● Require students to practice putting objects or manipulatives into groups of 10. Then have students group their 10's into groups of 100, or 10 groups of 10. ● Show students how to compare groups. Students should put groups together and take them apart while identifying the value of each group. For example, students could count out 30 objects. They can then put three groups of 10 together and identify it as a quantity of 30. The students should be able to compare the two groups and identify 30 as actually being three groups of 10. They can make similar groupings and comparisons for the hundreds place.Require students to practice putting numbers on a place value chart and then writing out the numbers in expanded form. This emphasizes the place value of numbers. ● For example, 3,000 in expanded form would be 3 x 1,000, 3 x (10 x 10 x 10), and 3 x 10 to the third power.