OPM1501 ASSIGNMENT 2 SEMESTER 1 correctly answered

OPM1501 STUDENT NUMBER: M.UYS SEMESTER 1 ASSIGNMENT 2 UNIQUE NUMBER: OPM1501 ASSIGNMENT 2 M UYS UNIQUE NUMBER 2 Table of Contents PART A .................................................................................................................................................... 3 1. Name the three-phase lesson format and explain each..................................................................... 3 2. How can learners learn to write two- digit numbers in a way that it is connected to the base 10 meaning of ones and tens?..................................................................................................................... 3 3. Define the number and numeral. Provide an example for each ....................................................... 3 4. Draw Dienes block to show how to find the solution to .................................................................... 3 5. Test the following numbers for divisibility by 6, 9, and 11..............................................................3-4 6. The Sieve of Eratosthenes is a well-known way to find prime numbers............................................ 5 7. Use the vertical and horizontal algorithms to find the sum or difference of..................................5-6 8. How are standard algorithms different from student-invented strategies? Explain the benefits of invented strategies over standard algorithms........................................................................................ 8 9. Draw pictures showing how 39 × 6 could be modelled: with base – ten blocks, or with areas on base 10 grids........................................................................................................................................... 8 10. Use the method of compensation to show how you can make the subtraction of 563-79 easier .. 8 11. A learner in your class says that the value of the underlined digit in 12 678 is 2. How will you help the learner to overcome this misconception?........................................................................................ 8 12. What does partitioning mean? Explain and illustrate ...................................................................... 7 13. In the context of choosing a “whole”, explain when a “quarter” is not always equal to a “quarter”. Give an example .................................................................................................................... 7 14. Use the correct language to explain the difference between the expressions................................ 7 15. The exercise is based on your understanding of the fraction concept..........................................8-9 16. Use the following models to show the equivalence of the fractions............................................... 9 17. Compare the fractions.................................................................................................................... 10 18. Use a standard algorithm to calculate............................................................................................ 10 19. The following question was given to Grade 4 learners................................................................... 10 20. Use the grid alongside to illustrate................................................................................................. 11 PART B (Lesson Plan).......................................................................................................................11-15 Resources.............................................................................................................................................. 15 OPM1501 ASSIGNMENT 2 M UYS UNIQUE NUMBER 3 PART A 1. Name the three-phase lesson format and explain each. The three-phase lesson format is used for lessons when teaching using problem solving: 1. Before phase: -Try getting all students ready to work on the task expected from them. -Make sure all expectations for products are clear enough. 2. During phase: -You must be confident and have respect for learner’s ability. -Learners should get used to working in groups. -Find out how learners approach the task, what they know and how they think. -Provide suggestions when they stumble. -Encourage ideas. -Get second method in place