MIP1501
ASSIGNMENT 3
DUE 22 JULY 2024
, MIP1501
Assignment 3 2023
Due 22 July 2024
1.1.1 Solve and explain each step to grade 6 mathematics learners the following
multiplication and division calculations involving fractions.
23
1.1.1 Simplify the mixed number 6 8/4 to 8
Simply the fraction 6/12 to 1/2
Rewrite the division as 8÷ 1/2
44
Understand the dividing by 1/2 is the same as multiplying by 2
Multiply 8 by 2 to get 1
=16
3
1.1.2
92
Simply 7/14 to 1/2
Simply 4/18 to 2/9
Multiply the numerators 1 X 2=2
Multply 2/18 to 1/9
=1/9
6
1.1.3
07
Convert 3 1/6 to the improer fraction 19/16
Simply 6 2/4 to 6 1/2 and then convert to 13/2
Multiply the numerators 19x13= 247
Multiply the denominators 6x2 =12
The product is 247/12
Convert 247/12 to the mixed number 20 7/12
= 20 7/12
, 1.1.4
Simply 12/14 to 3
Rewrite 3 as 3/1
23
Rewrite 8/17 ÷ 3 as 8/17 ÷ 3/1
Dividing by 3/1 is the same as multiplying by 1/3
Multiply 8/17 1/3 to get 8/51
= 8/51
44
1.2. Modelling refers to the idea that learners build in their minds and play out with
objects or in picture form on paper sometimes to solve problems. Give and explain
at least three benefits that you may achieve in your primary mathematics class by
employing modelling.
3
1. Enhanced Conceptual Understanding
92
Explanation:
When learners use objects or pictures to model mathematical problems, they can see and
manipulate the abstract concepts in a tangible form. This concrete representation helps
them understand the underlying principles more deeply.
Many learners are visual learners and can grasp concepts better when they see them
6
represented visually. Models and diagrams can illustrate relationships and operations that
might be difficult to understand through numbers and symbols alone.
Connection to Real World: Modelling often involves real-world contexts, making abstract
07
concepts more relatable and easier to understand. For example, using blocks to represent
fractions can help students see how fractions are parts of a whole.
Example:
Using physical blocks to demonstrate fractions. If a learner sees that 1/2 of a block plus
another 1/2 makes a whole block, they understand the concept of fractions adding up to
one more clearly.
2. Improved Problem-Solving Skills
ASSIGNMENT 3
DUE 22 JULY 2024
, MIP1501
Assignment 3 2023
Due 22 July 2024
1.1.1 Solve and explain each step to grade 6 mathematics learners the following
multiplication and division calculations involving fractions.
23
1.1.1 Simplify the mixed number 6 8/4 to 8
Simply the fraction 6/12 to 1/2
Rewrite the division as 8÷ 1/2
44
Understand the dividing by 1/2 is the same as multiplying by 2
Multiply 8 by 2 to get 1
=16
3
1.1.2
92
Simply 7/14 to 1/2
Simply 4/18 to 2/9
Multiply the numerators 1 X 2=2
Multply 2/18 to 1/9
=1/9
6
1.1.3
07
Convert 3 1/6 to the improer fraction 19/16
Simply 6 2/4 to 6 1/2 and then convert to 13/2
Multiply the numerators 19x13= 247
Multiply the denominators 6x2 =12
The product is 247/12
Convert 247/12 to the mixed number 20 7/12
= 20 7/12
, 1.1.4
Simply 12/14 to 3
Rewrite 3 as 3/1
23
Rewrite 8/17 ÷ 3 as 8/17 ÷ 3/1
Dividing by 3/1 is the same as multiplying by 1/3
Multiply 8/17 1/3 to get 8/51
= 8/51
44
1.2. Modelling refers to the idea that learners build in their minds and play out with
objects or in picture form on paper sometimes to solve problems. Give and explain
at least three benefits that you may achieve in your primary mathematics class by
employing modelling.
3
1. Enhanced Conceptual Understanding
92
Explanation:
When learners use objects or pictures to model mathematical problems, they can see and
manipulate the abstract concepts in a tangible form. This concrete representation helps
them understand the underlying principles more deeply.
Many learners are visual learners and can grasp concepts better when they see them
6
represented visually. Models and diagrams can illustrate relationships and operations that
might be difficult to understand through numbers and symbols alone.
Connection to Real World: Modelling often involves real-world contexts, making abstract
07
concepts more relatable and easier to understand. For example, using blocks to represent
fractions can help students see how fractions are parts of a whole.
Example:
Using physical blocks to demonstrate fractions. If a learner sees that 1/2 of a block plus
another 1/2 makes a whole block, they understand the concept of fractions adding up to
one more clearly.
2. Improved Problem-Solving Skills
