FMT3701 EXAM PACK 2023 LATEST QUESTIONS AND ANSWERS

Different media I would use to teach the double concept are: ● Picture cards with the basic fact on the card such as a spider with 8 legs (4 + 4 = 8), two hands (5 + 5 = 10), 2 rows of 6 eggs in a carton (6 + 6 = 12) ● Double dominoes -show learners dominoes with doubles. The learners can add the sides together to get double answer. ● · Word problems such as Johnny and Jack each had 7 toys. How many did they have altogether? (7 + 7 = 14). Mary had 5 strawberries and Sam had 5 oranges? How many fruits did they have together (5 + 5 = 10). ● · Can use body parts such as hands, feet, arms and legs of which there are two. 2 hands with 5 fingers = 10 fingers, 1 arm + 1 arm = 2 arms, 2 feet with 5 toes on each = 10 toes. ● Double chart - learners can work out using grid that double 2 is 4, double 3 is 6, double 4 is 8, double 5 is 10, double 6 is 12 …. double 9 is 18. (x-axis 0 – 9 and y-axis 0-9) ● · Flash cards – e.g double 6 – learner will call out answer which is 12. ● Doubles jigsaw (1 + 1 on one side, picture of number 2 on other side) ● Double the spots on ladybird worksheets – draw double the dots of opposite side of the ladybird and add the sides to get the double answer. ● I would teach near-doubles once the learners understood the doubles concept. I would explain the concept as doubling the smaller number and adding 1. Different media I would NUMBERS AND CALCULATIONS 5 use board to write examples. 2+3 = _, 4+5 =... I would explain this as double 2 = 4, 4 + 1 = 5 therefore 2 + 3 = 5, double 4 = 8, 8 + 1 = 9 therefore 4 + 5 = 9. ● Use a dice. Roll the dice. If roll a 5 then learner must say “5 + 6 = 11”. DOUBLE OR NEAR DOUBLE RELATIONSHIPS - Understand that the double of 2 is 4/ 4 is equal to double 2 – this knowledge can be attained when learners can count well (backwards forwards skip count) - Understand 2 and 2 = 4/ for 7 they understand to be double 3 and another 1. - Maths games can be used – roll dice and double the number. SEE BELOW NAME 2 GROUPABLE AND TWO PRE-GROUPED MODELS FOR TEACHING PLACE VALUE. pg. 127 2 groupable models: · Counters & cups (10 single counters in a cup) · Interlocking cubes (10 single cubes form a bar of 10) 2 pre-grouped models: · Bean sticks (beans glued to craft sticks) – 10 sticks = 100 · Strips and squares made by teacher from mount/poster board. NUMBERS AND CALCULATIONS 6 *NAME AND DISCUSS 5 DIFFERENT MODELS THAT ONE CAN USE TO TEACH PLACEVALUE (10) MODELS FOR PLACE VALUE: 1. GROUPABLE MODELS: •  Models that most clearly reflect the relationships of ones, tens, and hundreds are those for which the  ten can actually be made or grouped from the singles. •  Counters and cups: • o Ten single counters are placed in a cup. • o Hundreds: Ten cups in a margarine tub. •  Interlocking cubes: • o Ten single cubes form a bar of 10. • o Hundreds: not very convenient. •  Bundles of sticks : • o If bundles are left intact, these are pregrouped model. NUMBERS AND CALCULATIONS 7 • o Hundreds: ten bundles in a big bundle.