OPM1501
ASSIGNMENT 3
DUE 8 JULY 2024
, ASSESSMENT 03
CONTRIBUTES 30% TO YEAR MARK
UNIQUE NUMBER: 839387
Closing date: Monday, 8 July 2024, 11:00 PM
The questions are based on learning units 5, 6 and 7.
Question 1
1.1. Complete the following function machines so that the inputs give the correct outputs:
7
a) 32 224 (3)
− 2040
b) 1080 − 960 (3)
c) 525 21 .. 25 (3)
d) 510 240 270 (3)
(12)
1.2. If you were asked to complete the following number line by filling in the missing numbers,
explain why it would not be possible to do so:
19 31 42
(4)
Given the sequence of numbers, it is impossible to complete the number line because
there is no consistent pattern or progression. The difference between 19 and 31 is 12,
while the difference between 31 and 42 is 11. Without a clear rule governing the missing
numbers, we cannot determine the correct values to fill in the blanks1. In other words,
there is no logical sequence that allows us to determine what numbers should come
between the given ones.
, 1.3. Provide two ways you can use to teach the students how to generate the rule for
each of the following:
• Hands-on Manipulatives: Provide learners with a set of 32 objects (blocks,
counters, etc.) and ask them to arrange them into equal groups to find the
missing factor. For example, they can group the 32 objects into 7 equal groups
to find that 32 x 7 = 224. Through this hands-on activity, students can gain a
concrete understanding of the concept of multiplication and how to generate
the rule for the given equation.
• Number Line or Array: Use a number line or an array to visually represent the
multiplication problem. For example, draw a number line with intervals of 32
and ask learner to find which number, when multiplied by 32, equals 224.
Alternatively, create an array representing 32 x 7 to show the relationship
between the factors and the product. This visual representation can help
students see the pattern and form the rule for the given multiplication equation.
b .Algebraic Manipulation: Teach the learners how to manipulate the equation
to solve for the missing value. For example, we can rewrite the equation as 1080
- x = -960, and then solve for x by adding x to both sides of the equation and
subtracting 1080 from both sides. This will show the students how to generate
the rule by working through the equation step by step.
Number Line or Visual Representation: Use a number line or visual
representation to show the students how to visualize the relationship between
the two numbers. For instance, start with 1080 and move backwards units to
reach -960. This will help students understand the concept of the rule by
visualizing the relationship between the two numbers.
ASSIGNMENT 3
DUE 8 JULY 2024
, ASSESSMENT 03
CONTRIBUTES 30% TO YEAR MARK
UNIQUE NUMBER: 839387
Closing date: Monday, 8 July 2024, 11:00 PM
The questions are based on learning units 5, 6 and 7.
Question 1
1.1. Complete the following function machines so that the inputs give the correct outputs:
7
a) 32 224 (3)
− 2040
b) 1080 − 960 (3)
c) 525 21 .. 25 (3)
d) 510 240 270 (3)
(12)
1.2. If you were asked to complete the following number line by filling in the missing numbers,
explain why it would not be possible to do so:
19 31 42
(4)
Given the sequence of numbers, it is impossible to complete the number line because
there is no consistent pattern or progression. The difference between 19 and 31 is 12,
while the difference between 31 and 42 is 11. Without a clear rule governing the missing
numbers, we cannot determine the correct values to fill in the blanks1. In other words,
there is no logical sequence that allows us to determine what numbers should come
between the given ones.
, 1.3. Provide two ways you can use to teach the students how to generate the rule for
each of the following:
• Hands-on Manipulatives: Provide learners with a set of 32 objects (blocks,
counters, etc.) and ask them to arrange them into equal groups to find the
missing factor. For example, they can group the 32 objects into 7 equal groups
to find that 32 x 7 = 224. Through this hands-on activity, students can gain a
concrete understanding of the concept of multiplication and how to generate
the rule for the given equation.
• Number Line or Array: Use a number line or an array to visually represent the
multiplication problem. For example, draw a number line with intervals of 32
and ask learner to find which number, when multiplied by 32, equals 224.
Alternatively, create an array representing 32 x 7 to show the relationship
between the factors and the product. This visual representation can help
students see the pattern and form the rule for the given multiplication equation.
b .Algebraic Manipulation: Teach the learners how to manipulate the equation
to solve for the missing value. For example, we can rewrite the equation as 1080
- x = -960, and then solve for x by adding x to both sides of the equation and
subtracting 1080 from both sides. This will show the students how to generate
the rule by working through the equation step by step.
Number Line or Visual Representation: Use a number line or visual
representation to show the students how to visualize the relationship between
the two numbers. For instance, start with 1080 and move backwards units to
reach -960. This will help students understand the concept of the rule by
visualizing the relationship between the two numbers.
