2L
+
ists1GNME~Ti
1 r r r
lli.l QUESTll!INS FltlLLYr ANSWERED
DUE: I Ul!INE 2026
DISCLAIMER: I +-
THI' DtjCUMENf1S FDlrRE EREN~ AND GUl "~ cPURP SES-
DNLY. I DD NDTt TAKE RESPDNSIBIUITY~FDR AN~ PI.AGIARl~M. MISUS DR
j
I
ACADEMIC MISll:DNDUCT RESULTING FROM THEIR USE. IT IS YOUR ~
RESPONSIBILITY Ttj ENSU¥ DRIGINAL~TY lN CDMPL!IAN E WITH
RELEVA T GUIDELINES DR STANDARDS. ~....:..:. ....._.~
, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 . A grade 5 learner in the mathematics classroom writes 4008 as “four thousand and eight”.
a) Is the answer by the learner correct? Motivate reasons for your answer.
Yes, the learner’s answer is correct.
The number 4008 is correctly read as “four thousand eight” without the word “and”. In mathematical
terminology, the word “and” is used to denote a decimal point or a fraction, not a place value
separation. Saying “four thousand and eight” could cause confusion with decimal notation (e.g.,
4.008). (MIP1501, Study Guide. 2020, p. 17)
b) Write 4008 in expanded form using powers of 10 and briefly explain each step to a grade 5
learner.
4008 in expanded form using powers of 10 is:
4008 = 4 × 103 + 0 × 102 + 0 × 101 + 8 × 100
c) Explain to the learner what the two zeros represent in 4008.
The two zeros in 4008 are placeholders.
The first zero in the hundreds place means there are no hundreds.
The second zero in the tens place means there are no tens.
Without these zeros, we would not know that the 4 is in the thousands place. Zeros keep the
digits in their correct positions. (MIP1501, Study Guide. 2020, p. 14)
d) If you remove both zeros, what number do you get? Explain the effect on the value to the
intermediate phase learners in simple terms.
If you remove both zeros from 4008, you get 48.
Removing the zeros changes the place value of the digits. The 4 moves from the thousands place to
the tens place, so its value changes from 4000 to 40. The 8 stays in the units place. So the new
number is 48, which is much smaller. This shows that zeros are not “nothing” – they are important
for determining the size of a number. (MIP1501, Study Guide. 2020, p. 17)
+
ists1GNME~Ti
1 r r r
lli.l QUESTll!INS FltlLLYr ANSWERED
DUE: I Ul!INE 2026
DISCLAIMER: I +-
THI' DtjCUMENf1S FDlrRE EREN~ AND GUl "~ cPURP SES-
DNLY. I DD NDTt TAKE RESPDNSIBIUITY~FDR AN~ PI.AGIARl~M. MISUS DR
j
I
ACADEMIC MISll:DNDUCT RESULTING FROM THEIR USE. IT IS YOUR ~
RESPONSIBILITY Ttj ENSU¥ DRIGINAL~TY lN CDMPL!IAN E WITH
RELEVA T GUIDELINES DR STANDARDS. ~....:..:. ....._.~
, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1 . A grade 5 learner in the mathematics classroom writes 4008 as “four thousand and eight”.
a) Is the answer by the learner correct? Motivate reasons for your answer.
Yes, the learner’s answer is correct.
The number 4008 is correctly read as “four thousand eight” without the word “and”. In mathematical
terminology, the word “and” is used to denote a decimal point or a fraction, not a place value
separation. Saying “four thousand and eight” could cause confusion with decimal notation (e.g.,
4.008). (MIP1501, Study Guide. 2020, p. 17)
b) Write 4008 in expanded form using powers of 10 and briefly explain each step to a grade 5
learner.
4008 in expanded form using powers of 10 is:
4008 = 4 × 103 + 0 × 102 + 0 × 101 + 8 × 100
c) Explain to the learner what the two zeros represent in 4008.
The two zeros in 4008 are placeholders.
The first zero in the hundreds place means there are no hundreds.
The second zero in the tens place means there are no tens.
Without these zeros, we would not know that the 4 is in the thousands place. Zeros keep the
digits in their correct positions. (MIP1501, Study Guide. 2020, p. 14)
d) If you remove both zeros, what number do you get? Explain the effect on the value to the
intermediate phase learners in simple terms.
If you remove both zeros from 4008, you get 48.
Removing the zeros changes the place value of the digits. The 4 moves from the thousands place to
the tens place, so its value changes from 4000 to 40. The 8 stays in the units place. So the new
number is 48, which is much smaller. This shows that zeros are not “nothing” – they are important
for determining the size of a number. (MIP1501, Study Guide. 2020, p. 17)
