OPM1501 Exam Pack 2026 Distinction Study Guide |
Operations Management I Verified Past Exam Papers,
Step-by-Step Solutions & Productivity Formulas |
UNISA Introduction to Business Process Design
Summary Packet
Q1. What is the primary focus of the OPM1501 module?
Answer: Developing intermediate phase teachers' understanding of mathematical concepts and
pedagogical content knowledge.
Rationale: The module purpose stated by Unisa is to develop informed understanding of
underpinning mathematics concepts and pedagogical content knowledge in the Intermediate Phase .
Q2. According to OPM1501, what is the key difference between behaviourism and constructivism in
mathematics teaching?
Answer: Behaviourism views learners as passive recipients of knowledge, while constructivism views
learners as active creators of their own knowledge.
Rationale: The study guide contrasts these theories, noting behaviourism produces a follow-the-
rules view, while constructivism emphasises active meaning-making .
Q3. What is assimilation in the context of constructivist mathematics learning?
Answer: Using an existing schema to understand a new experience.
Rationale: Piaget's theory identifies assimilation as fitting new information into existing mental
structures .
,Q4. What is accommodation in constructivist theory?
Answer: Altering existing schemas when new ideas do not fit.
Rationale: Accommodation occurs when learners must modify their mental frameworks to
incorporate new experiences that conflict with prior understanding .
Q5. What does the Zone of Proximal Development (ZPD) refer to?
Answer: The stage where learners can do mathematics with assistance but not alone.
Rationale: Vygotsky's ZPD is crucial for understanding scaffolding and appropriate support in
mathematics teaching .
Q6. What is "teaching by negotiation" in OPM1501?
Answer: A constructivist approach where meaning is co-constructed between teacher and learners.
Rationale: This replaces "teaching by imposition" and promotes engagement and meaning-making .
Q7. In a problem-solving lesson, what is the primary responsibility of the teacher in the "before"
phase?
Answer: To set the stage by connecting to prior knowledge and introducing the problem.
Rationale: The "before" phase ensures learners understand the problem and connect it to what they
already know .
Q8. What is the primary responsibility of the teacher in the "after" phase of a problem-solving
lesson?
Answer: To facilitate a discussion that highlights key mathematical ideas and consolidates learning.
, Rationale: The "after" phase is for consolidating learning and connecting strategies .
Q9. What is compensation in the context of number operations?
Answer: Changing numbers to make the calculation easier, then adjusting the result.
Rationale: For example, 468 + 39 = (468 + 40) − 1 = 507 .
Q10. How would you use compensation to calculate 876 − 59?
Answer: 876 − 60 = 816, then add 1 back = 817.
Rationale: Subtracting a round number (60) is easier, then compensating for the extra 1 subtracted .
Q11. What is the rule for divisibility by 3?
Answer: A number is divisible by 3 if the sum of its digits is divisible by 3.
Rationale: This is a standard divisibility rule tested in OPM1501 exams .
Q12. Test 1 264 032 for divisibility by 3.
Answer: Divisible by 3 because the sum of digits (1+2+6+4+0+3+2 = 18) is divisible by 3.
Rationale: 18 ÷ 3 = 6, confirming divisibility .
Q13. What is the rule for divisibility by 11?
Answer: A number is divisible by 11 if the alternating sum of its digits is divisible by 11 (or equals 0).
Rationale: This rule is frequently tested in OPM1501 without actual division .
Operations Management I Verified Past Exam Papers,
Step-by-Step Solutions & Productivity Formulas |
UNISA Introduction to Business Process Design
Summary Packet
Q1. What is the primary focus of the OPM1501 module?
Answer: Developing intermediate phase teachers' understanding of mathematical concepts and
pedagogical content knowledge.
Rationale: The module purpose stated by Unisa is to develop informed understanding of
underpinning mathematics concepts and pedagogical content knowledge in the Intermediate Phase .
Q2. According to OPM1501, what is the key difference between behaviourism and constructivism in
mathematics teaching?
Answer: Behaviourism views learners as passive recipients of knowledge, while constructivism views
learners as active creators of their own knowledge.
Rationale: The study guide contrasts these theories, noting behaviourism produces a follow-the-
rules view, while constructivism emphasises active meaning-making .
Q3. What is assimilation in the context of constructivist mathematics learning?
Answer: Using an existing schema to understand a new experience.
Rationale: Piaget's theory identifies assimilation as fitting new information into existing mental
structures .
,Q4. What is accommodation in constructivist theory?
Answer: Altering existing schemas when new ideas do not fit.
Rationale: Accommodation occurs when learners must modify their mental frameworks to
incorporate new experiences that conflict with prior understanding .
Q5. What does the Zone of Proximal Development (ZPD) refer to?
Answer: The stage where learners can do mathematics with assistance but not alone.
Rationale: Vygotsky's ZPD is crucial for understanding scaffolding and appropriate support in
mathematics teaching .
Q6. What is "teaching by negotiation" in OPM1501?
Answer: A constructivist approach where meaning is co-constructed between teacher and learners.
Rationale: This replaces "teaching by imposition" and promotes engagement and meaning-making .
Q7. In a problem-solving lesson, what is the primary responsibility of the teacher in the "before"
phase?
Answer: To set the stage by connecting to prior knowledge and introducing the problem.
Rationale: The "before" phase ensures learners understand the problem and connect it to what they
already know .
Q8. What is the primary responsibility of the teacher in the "after" phase of a problem-solving
lesson?
Answer: To facilitate a discussion that highlights key mathematical ideas and consolidates learning.
, Rationale: The "after" phase is for consolidating learning and connecting strategies .
Q9. What is compensation in the context of number operations?
Answer: Changing numbers to make the calculation easier, then adjusting the result.
Rationale: For example, 468 + 39 = (468 + 40) − 1 = 507 .
Q10. How would you use compensation to calculate 876 − 59?
Answer: 876 − 60 = 816, then add 1 back = 817.
Rationale: Subtracting a round number (60) is easier, then compensating for the extra 1 subtracted .
Q11. What is the rule for divisibility by 3?
Answer: A number is divisible by 3 if the sum of its digits is divisible by 3.
Rationale: This is a standard divisibility rule tested in OPM1501 exams .
Q12. Test 1 264 032 for divisibility by 3.
Answer: Divisible by 3 because the sum of digits (1+2+6+4+0+3+2 = 18) is divisible by 3.
Rationale: 18 ÷ 3 = 6, confirming divisibility .
Q13. What is the rule for divisibility by 11?
Answer: A number is divisible by 11 if the alternating sum of its digits is divisible by 11 (or equals 0).
Rationale: This rule is frequently tested in OPM1501 without actual division .
