MIP1501
ASSIGNMENT 2
ANSWERS 2025
MIP1501 ASSIGNMENT 2 ANSWERS
2025
, MIP1501
ASSIGNMENT 02
UNIQUE NUMBER – 178117
Closing date: 03 July 2025
Question 1 (36 marks)
1.1. Analyzing the Problem-Solving Level
1.1. 1. Explanation: This task *does* illustrate the Problem-Solving level. Here's
why:
Multiple Steps: It requires multiple steps to solve. The student needs to work
backward.
* **Application of Knowledge:** It applies the student's knowledge of operations
(addition, subtraction, possibly multiplication/division in reverse) in a new context.
* **Strategic Thinking:** Students need to strategically plan how to unpack the
problem (start from the end and work backward).
* **Representation:** It suggests using a "suitable model," encouraging a visual
or symbolic way to represent the problem (e.g., a bar model, a flow chart).
**Solution (with explanation suitable for Intermediate Phase):**
* "Okay, imagine we're going backwards! John has 21 marbles *now*. Before
Thabo gave him 3, he must have had *fewer* marbles. So, let's take those 3 away:
21 - 3 = 18 marbles."
* "Now, *before* John had 18 marbles, he *doubled* his amount by playing!
Doubling means multiplying by 2. So, to undo that, we need to *halve* the number
(divide by 2): = 9 marbles."
* "So, John started with 9 marbles."
**Model Example (Bar Model):**
ASSIGNMENT 2
ANSWERS 2025
MIP1501 ASSIGNMENT 2 ANSWERS
2025
, MIP1501
ASSIGNMENT 02
UNIQUE NUMBER – 178117
Closing date: 03 July 2025
Question 1 (36 marks)
1.1. Analyzing the Problem-Solving Level
1.1. 1. Explanation: This task *does* illustrate the Problem-Solving level. Here's
why:
Multiple Steps: It requires multiple steps to solve. The student needs to work
backward.
* **Application of Knowledge:** It applies the student's knowledge of operations
(addition, subtraction, possibly multiplication/division in reverse) in a new context.
* **Strategic Thinking:** Students need to strategically plan how to unpack the
problem (start from the end and work backward).
* **Representation:** It suggests using a "suitable model," encouraging a visual
or symbolic way to represent the problem (e.g., a bar model, a flow chart).
**Solution (with explanation suitable for Intermediate Phase):**
* "Okay, imagine we're going backwards! John has 21 marbles *now*. Before
Thabo gave him 3, he must have had *fewer* marbles. So, let's take those 3 away:
21 - 3 = 18 marbles."
* "Now, *before* John had 18 marbles, he *doubled* his amount by playing!
Doubling means multiplying by 2. So, to undo that, we need to *halve* the number
(divide by 2): = 9 marbles."
* "So, John started with 9 marbles."
**Model Example (Bar Model):**
