OPM1501 Assignment 3 2022

OPM1501 STUDENT NUMBER: M.UYS Assignment 4 UNIQUE NUMBER: OPM1501 – Assignment 4 M. UYS () Unique no: 2 Table of Contents Question 1 .............................................................................................................................................. 3 Question 2 .............................................................................................................................................. 3 Question 3 ...........................................................................................................................................3-4 Question 4 .............................................................................................................................................. 4 Question 5 .............................................................................................................................................. 4 Question 6 ...........................................................................................................................................4-5 Question 7 ...........................................................................................................................................5-6 Question 8 .............................................................................................................................................. 6 Question 9 .............................................................................................................................................. 6 Question 10 ............................................................................................................................................ 6 Question 11 ............................................................................................................................................ 7 Question 12 ............................................................................................................................................ 7 Question 13 .........................................................................................................................................7-8 Question 14 .........................................................................................................................................8-9 Resources.............................................................................................................................................. 10 OPM1501 – Assignment 4 M. UYS () Unique no: 3 1. What are the benefits of the use of non-standard units of measurement? Give three valid points. • A benefit of non-standard units is that people who are familiar with that unit may be better able to understand it. If I said someone was as tall as my shoulder, then anyone who knew me would know what I meant - and would be able to visualise the other person's height. • Non-Standard Measurement is a way of introducing Pre School, Kindergarten, Reception or First Grade kids to measurement using a non-standard unit. It involves finding out how big, heavy, long, etc. something is and how two or more objects compare to each other. • Non-Standard measuring is the foundation of real measurement, without it kids don’t understand the importance of the more complex concepts. 2. Discuss the role of estimation in the development of measurement concepts. Estimation refers to a mental picture that a person uses to make a measurement and the visual information used to measure an object or perhaps make a comparison without using any measuring instrument. Practical skills are used on a daily basis for estimation. For example: Do you have enough sugar to make some cookies? Will your car fit into the parking space? This helps learners to focus on the attribute being measured and think about the unit that can be used. Think about how you would estimate the area of a coffee table using playing cards as the unit. You have to think what area is and how the units can be placed on the coffee table. For learners to understand measurement concepts, they should start by making an estimate. This is true for both nonstandard and standard units. 3. Explain how the formula for the perimeter of a rectangle and square can be introduced. Use drawings to illustrate your answer. You can use straws to measure the sides of the rectangle above to determine its perimeter. Perimeter is which is the space bounded within closed prism(s) or shape(s). Case study of Square and rectangle Perimeter of rectangle = the length of the outline of the rectangle = A+B+A+B =2A+2B OPM1501 – Assignment 4 M. UYS () Unique no: 4 Perimeter of square= the length of the outline of the square = A+B+A+B In the case of a square, all the sides have equal length, therefore; A=B =2A+2A =4A 4. It is the task of the teacher to introduce concepts of measurement in a practical way to Intermediate Phase learners. Using the attribute of volume, give three examples of practical ways in which the teacher can introduce this concept. 1.Holding up a cylinder with liquid in it, the teacher will remind students they have been taught about liquid volume, how much liquid is inside a container. 2. Notice that my rectangular prism has no gaps (empty spaces between units) or overlaps. The number of cubic blocks inside this package (or that make up the rectangular prism, if that is your display) is called the volume. 3. Show a rectangular prism made of two-unit cubes. The cubes must be the same size and make a solid figure with no gaps or overlaps. There are two-unit cubes, so the volume is 2-unit cubes. 5. The surface area of a cube is 24cm². Calculate the length of the sides of the cube. Surface Area of a Cube = 6Ɩ² 6. Draw up an activity that will enable learners to develop a formula for calculating the area of a trapezium. A trapezium is a quadrilateral that has only one pair of parallel sides. Consider the area of the following the following trapezium: