MFP1501 exam elaborations

Online assessments
 Developing efficiency with division calculation
The goal of this section is to explore different mental images that can aid efficient
division calculations. We will begin with a discussion of halving as pre-knowledge of division. Go
to the discussion tool those of you with e-Tutors do not forget that you respond on your e-Tutor
site. Find the forum labelled Halving as pre-knowledge of division and use the record audio clip
and record your self explaining halving as pre-knowledge of division. Give practical examples.
Read pages 58 to 62 and complete the activities in the study guide. When you are done, go to the
online assessment and take the assessment labelled Efficiency with division calculations.


 Efficiency with division calculations

Division as sharing involves finding how many in each.


Answer Key:True

 Division as grouping involves finding out how many groups?

Answer Key:True

True
False
Reset Selection

 Use scaffolding method to calculate 96 ÷3.
Model Short Answer:96 = 30 + 30 + 30 + 6
30 ÷ 3 = 10
30 ÷ 3 = 10
30 ÷ 3 = 10
6÷2=3
10 + 10 + 10 + 2 = 32

 Half of 12 is the same as half of 10 + half of 2 = 5 + 1 = 6. Work out half of 88.
Model Short Answer:Half of 20+half of 20+half of 20+half of 20+half of 8

 Name 3 ways in which you can teach learners halving in the Foundation Phase.
Model Short Answer:
Pyramid
Spider web
scaffolding

,  Growing patterns
 What is the next number in this pattern? 10, 12, 15, 19, 24, ___
A. 25
B. 27
C. 29
D. 30

Answer Key:D

 which number is missing? 11, 12, 14, ____, 21, 26
A. 17
B. 18
C. 19
D. 20

Answer Key:A

 Choose the correct number to complete this pattern. 20, 21, 23, 26, 30, 35, 41___
A. 51
B. 42
C. 47
D. 50

Answer Key:C

 Choose the next number in the pattern below. 4, 5, 7, 10, 14, 19, 25 ___
A. 30
B. 31
C. 32
D. 33

Answer Key:C



 Interpretation of fraction symbols
 Choose an incorrect answer: Learner’s difficulties in interpreting fraction symbols
A. Learners regard a numerator and denominator as two separate whole numbers
B. If the numerator is larger, then the magnitude represented is larger.
C. Learners view fractions as part of the real numbers
D. Fractions are seen as a set of a complex set of two numbers written on top of each other

 Choose an incorrect answer: Rational numbers
A. Do not have the same properties as a whole number
B. Is the learner’s first experience with Mathematics concepts
C. Is a fraction where a is an integer and b is an integer other than zero.
D. 4. May or may not been a fraction

 Choose a correct answer: Difficulties experienced by learners in learning fractions
A. Fractions with the same value
B. Partitioning of fractions

,C. Application of rational numbers reasoning when dealing with fractions
D. 4. None of the above

 Choose a correct answer: On a number line
A. A number is represented by a direction from zero
B. A common fraction is identified by first dividing the unit distance into unequal parts
C. In order to interpret a distance, a unit length from 0 to 1 must be known
D. All of the above

Choose a correct answer: In fractions
A. Numerator and denominator are viewed as two separate numbers
B. The numerator represents the number of parts and the denominator represents how many parts are in a whole
C. 3 in 3/12 tells us how many equal pieces a whole is divided into.
D. ¼ + ¼ = 2/8


 Shapes
 Polygons are 2D closed shapes with straight edges
Answer Key:True
 Quad means three
Answer Key:False
 A square is a regular polygon

Answer Key:True
 A polyhedron is a 3D shape with entirely flat surfaces
Answer Key:True
 A vertex is where two faces meet
Answer Key:False

, Learning Unit 1
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Main page content

 INTRODUCTION

Study unit 1 focuses on three broad learning goals. Firstly, you will learn
about characteristics of different types of numbers; and stages of early number learning.
Secondly, you will learn about structural images, and extend these images to higher
number range. Finally, you will learn about decimal system and place value.



 1.2 LEARNING OUTCOMES
When you have completed this study unit, you should be able to:
o explain the characteristics of different types of numbers; and stages of early
number learning
o recognise structured images, and extend these images to higher number ranges
o demonstrate a deeper understanding of the decimal system and place value
In this Unit you will have activities on the following topic


 Ordinality and Cardinality
Read page 2 to 11 of MFP1501 study guide. Make sure that you do the activities on page 6, 8
and 11. When you are done with the activities, watch this video about five principles of counting and
write your reflections on the discussion tool on the forum named ordinality and cardinality.
N.B: Click on the word video and when you done watching the video click on the word discussion to
complete the activity
https://www.youtube.com/watch?v=SG0jzpZtfgs&t=4s&ab_channel=NationalCenteronIntensiveIntervention

From the video you watched about the five principles of counting, kindly reflect on the video by answering the
following questions
1. Which principles are most essential for the Foundation Phase learners?
2. give reasons for your response in question 1 above.
3. Identify principles which goes hand in hand.
4. Elaborate on your response in question 2 above.
5.
1) - One-to-one correspondence
- Stable order principles
- Cardinality

2) One-to-one correspondence - Learners need to count every object or item in a set. By using one number word.