MIP1501
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QUESTION 1
1.1.1. 700 000 + 50 000 + 2 000 + 800 + 60 + 3
1.1.2 Ten thousands = seventy thousands
1.1.3. Write down the missing number 86 493 - ____________ = 86 420
86493 – 86420 = 73
= 86 493 - 73 = 86 420
1.1.4. Complete: a prime number is a number that has ____ factors.
2 factors (1 and itself)
1.1.5. Write all prime numbers less than 20.
2, 3, 5, 7, 11, 13, 17
1.2.1. Write down all factors of 99. How many factors are there?
12 factors: 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45 and 90
1.2.2. Define a composite number. How is it different from a prime number?
A composite number has more than two factors, which means apart from
getting divided by at least on integer or number.
A composite number is different from a prime number because a prime number
has only two factors “1” and itself while a composite number has more than 2
numbers.
, 1.2.3. Round off 729 363 to the nearest 5.
729 365
1.2.4. Hazel bought shoes for R249 and a dress for R399. Round off the amounts to
the nearest ten rand and calculate how much money she spent.
Shoes = R 249 = R 250
Dress + R 399 = R 400
R 250 + R 400 = R 650
1.2.5. Name four types of models in learning fractions and how they can be
progressively used in an intermediate phase mathematics classroom.
Model type Use in an intermediate phase
Area model The face of a clock with hands that turn and show fractions of
(model in the area.
two The hands are standing at smaller than a quarter. The bigger part
is now more than three quarters.
dimensions)
A sketch of the face of a clock with lines as needed, in this
case lines showing quarters. One quarter, a half, three quarters
and a whole can be learned on this model. This type of model
can be shaded, cut out and manipulated by folding, or separated.
Volume Volumes of known fluids like water can be used as a concrete
model model to illustrate fractions.
(model in
three
The big tin takes three small tins of water. When I pour one tin of
dimensions) water, it is one third full, with two tins, it is two thirds full. With
three tins it is full.
We avoid numbering or marking the container, so that the
fractional concept is learned properly.
Learners start working in fractions in a measurement context and
do calculations:
Length Physically handle a string, folding it in halves, thirds, quarters,
model fifths etc.
(model in
one Draw five unnumbered lines of the
same length and divide them all in a different number of equal
dimension) lengths.
Use of number lines:
_____________________________________________
QUESTION 1
1.1.1. 700 000 + 50 000 + 2 000 + 800 + 60 + 3
1.1.2 Ten thousands = seventy thousands
1.1.3. Write down the missing number 86 493 - ____________ = 86 420
86493 – 86420 = 73
= 86 493 - 73 = 86 420
1.1.4. Complete: a prime number is a number that has ____ factors.
2 factors (1 and itself)
1.1.5. Write all prime numbers less than 20.
2, 3, 5, 7, 11, 13, 17
1.2.1. Write down all factors of 99. How many factors are there?
12 factors: 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45 and 90
1.2.2. Define a composite number. How is it different from a prime number?
A composite number has more than two factors, which means apart from
getting divided by at least on integer or number.
A composite number is different from a prime number because a prime number
has only two factors “1” and itself while a composite number has more than 2
numbers.
, 1.2.3. Round off 729 363 to the nearest 5.
729 365
1.2.4. Hazel bought shoes for R249 and a dress for R399. Round off the amounts to
the nearest ten rand and calculate how much money she spent.
Shoes = R 249 = R 250
Dress + R 399 = R 400
R 250 + R 400 = R 650
1.2.5. Name four types of models in learning fractions and how they can be
progressively used in an intermediate phase mathematics classroom.
Model type Use in an intermediate phase
Area model The face of a clock with hands that turn and show fractions of
(model in the area.
two The hands are standing at smaller than a quarter. The bigger part
is now more than three quarters.
dimensions)
A sketch of the face of a clock with lines as needed, in this
case lines showing quarters. One quarter, a half, three quarters
and a whole can be learned on this model. This type of model
can be shaded, cut out and manipulated by folding, or separated.
Volume Volumes of known fluids like water can be used as a concrete
model model to illustrate fractions.
(model in
three
The big tin takes three small tins of water. When I pour one tin of
dimensions) water, it is one third full, with two tins, it is two thirds full. With
three tins it is full.
We avoid numbering or marking the container, so that the
fractional concept is learned properly.
Learners start working in fractions in a measurement context and
do calculations:
Length Physically handle a string, folding it in halves, thirds, quarters,
model fifths etc.
(model in
one Draw five unnumbered lines of the
same length and divide them all in a different number of equal
dimension) lengths.
Use of number lines:
