MTE1502 Assignment 4 2026 | Due August 2026 - Distinction Guaranteed

MTE1502 ASSIGNMENT 4 2026
DUE AUGUST 2026



QUESTION 1: MULTIPLE-CHOICE QUESTIONS



1.1 B the number of equal parts into which the whole is divided
(MTE1502 Study Guide, Learning Unit 1, p. 14)


1.2 C 1/9 (A unit fraction has a numerator of 1)
(Study Guide, LU 1, p. 16)


1.3 C twelve bottle tops, of which four are red (A set model uses a collection of discrete
objects)
(Study Guide, LU 1, p. 19 – section 1.4.2)


1.4 B 6/10 (3/5 × 2/2 = 6/10)
(Study Guide, LU 1, p. 22 – section 1.5 on equivalent fractions)


1.5 A 1/2 (For unit fractions, the larger the denominator, the smaller the fraction)
(Study Guide, LU 1, p. 27 – section 1.6.1)


1.6 C 2¾ (11/4 = 2 remainder 3 = 2¾)
(Study Guide, LU 1, p. 28 - section 1.7 on improper fractions)


1.7 B The learner added the numerators and denominators separately (2/5 + 1/3 = 3/8)
(Study Guide, LU 3, p. 58 - section 3.1.2 on misconceptions)


1.8 B two equal-length fraction strips (To compare fractions, the wholes must be the
same size)
(Study Guide, LU 1, p. 25- section 1.6 on comparing fractions)

, 1.9 B a fraction wall
(Study Guide, LU 1, p. 22 – fraction wall activity; also LU 2, p. 31)


1.10 C three equal parts selected from four equal parts
(Study Guide, LU 1, p. 13 – definition of fraction as part of a whole)


1.11 D 2:3 (8:12 ÷ 4 = 2:3)
(Study Guide, LU 4, p. 71 – section 4.1.2 on simplest form of ratios)


1.12 C 12:20 (3:5 × 4 = 12:20)
(Study Guide, LU 4, p. 71 – equivalent ratios)


1.13 C The constant of proportionality is 3 (y/x = 6/2 = 12/4 = 18/6 = 3)
(Study Guide, LU 4, p. 83 – section 4.3 on proportional reasoning)


1.14 C supports the mathematical concept and curriculum outcome
(Study Guide, LU 2, p. 44 – section 2.9 on developing classroom activities; also CAPS,
p. 12)


1.15 B It allows learners to manipulate representations and receive immediate visual
feedback
(Study Guide, LU 2, p. 44 on digital tools; also CAPS, p. 12 on using technology)