Mathematics 2: Examination

Answer Booklet One

Mistelle Moore
Section One
Question: One (1)
How to establishing tenths as a new Place Value part:
The tenths part is introduced similarly to the tens and hundreds. An educator needs to be sure to
name, make and record each example given in relation to what is already known. Introducing tenths
can be done by:
a. introducing the new unit
This should be done by using physical models, fraction diagrams and number line representations. An
example could be to use a ruler and show that one millimetre is a tenth of a centimetre. Be sure to
make clear that tenths live between whole numbers on a number line, this will clear any confusion
children may have with identifying the differences between wholes and parts of wholes.
b. making and naming ones and tenths
Create a tenths mat for the students to explore. These mats allows students to identify the mat as a
whole and the parts as the tenths. When given an example such as 2 ones and 3 tenths, the students
can create this with with their tenths mat and represent it as either 23 tenths or 2.3.;
c. introducing decimal recording
To begin with, review that 10 of these is one of those (include the inverse pattern that one tenth of
those is one of these). Using drinking straws to represent parts of a whole works far more easily for
the students. If an educator was to use unit and ten blocks the students may have a difficult time
moving from seeing ten block as ten to seeing the ten block as one.

- one whole in a group of ten

- one part of a whole (teaching decimals)

By cutting up a drinking straw into ten equal parts the students understand that a whole straw is the
whole, and the cut pieces are parts of that whole. Give the students one straw and six parts and all
them to explore how this equal to 1.6. When exploring the decimal point be sure to make it clear that
it points out where the ones start, for example if you had 12.345, the ones column starts at 2.
d. consolidating learning
Finally, an educator needs to ensure that their students fully understand the concept being taught.
Any activity involving ordering, counting forward and backwards, comparing or renaming will allow for
this solidification of content knowledge. For example, give the students multiple pieces of string at
different lengths and get them to record the lengths and then order them from smallest to largest.
why is a robust understanding of whole number place value so important
It is important for students to fully understand whole numbers before moving into parts of wholes
due to the increased difficulty of the concept. When teaching decimals the students need to see part
of the whole, which differs from seeing a whole as part of a group. Learning about decimals invites
the need to teach how to see the difference between looking for the part compares to looking for the
whole. Giving students this robust understanding of whole starts by teaching a unitary value (for
example 26 is the number after 25). Moving into quantitative aspects of place value (where
partitioning is used with additive thinking, 26=20+6). When children have a robust understanding of
whole they can explore column value, extending into multiplicative thinking (26 is 2x1 and 6x1). The
importance of this foundation will allow an easier transition into the learning of tenths.
Question: Three (3)
The equals sign is one of the most important symbols used in all areas of mathematics, but it is also
one of the most confused. Misconceptions of the meaning of the = sign occur at an early age.
Students tend to continue addition facts along the same line using an = sign to connect them.
- 6+8=14 (+10=24)
This, however, is incorrect as 6+8 does not equal 24. Students tend to believe that the equals sign is a
marker to show the answer. Students should be exposed to a differing meaning of the equals sign
from a young age to ensure they have a foundation for more complex mathematics in the future.
why is it useful
- Students must develop comparative language that assists in describing equivalent and non-
equivalent situations, rather then saying “this equals that” state, “this and that are the same”
- Developing an understanding that equals means that the two expressions are equivalent will
lay a strong foundation for algebraic thinking to evolve
- Using the balance principle to find unknowns will allow the students to explore inverse
operations and that what happens on one side must also occur on the other.
This basic understanding of equivalence will lay a foundation for algebraic understanding, however, it
can zbe complicated when students cannot comprehend the concept of equivalence.
how a balance scale is useful
Using the notion of scales helps students to understand that what is occurring on one side of the =
sign is balanced to what is occurring on the other side. Students should be exposed to equations in a
variety of different formats, including equations with more than one number on the left has side.
Using scales is useful to understand that even when both side of the = sign is swapped, the equation
is still true. Physically representing this using balance scales will give the students an understanding
that = means balance. When using scales, flip the equations around so that the students can see that
an equal side means balance (eg, 7+6=9+4 is the same as 9+4=7+6).
Section Two
Question: Six (6)
which is multiplicative and which is additive
work sample B is multiplicative thinking, while sample A is additive thinking
reasoning
Work sample B shows a capacity to work flexibly and efficiently with an extended range of numbers
(larger whole numbers and common fractions), while work sample A explore the repeated addition of
the same numbers. Multiplicative thinking is the ability to recognise and solve a range of problems
using multiplication or division including direct and indirect proportion. This can be seen in work
sample B when the student multiplies 18 by 6. The student also communicated effectively using the
written words, showing working and the breaking down of the question.
benefits of multiplicative thinking
in relation to the work samples
The student in work sample B got her answer faster and more efficiently when compared to the work
sample A. Their work required less cognitive demand and was solved in less steps (decreasing the
chance for error).
benefits of multiplicative thinking in general
Multiplicative thinking that goes beyond repeated addition or subtraction, it is a prerequisite for
working with necessary ideas (insurance policies, instruction manuals, sale brochures and receipts).
Multiplicative thinking is a big idea that integrates a number of key ideas and strategies. Identifying
the ‘many to one’ and ‘one to many’ relationships is fundamental to understanding the base system.
For example, recognising that division is the inverse of multiplication is fundamental to computational
fluency and ultimately algebraic thinking.
Question: Seven (7)
what constitutes a contextual task
A contextual task in mathematics is an open activity and allows the students to work their
mathematical brain in a fun and engaging way. A contextual task can be seen as:
a. purposeful and engaging
students, teachers and the community should see real value in working on the task, they want to
solve it and see that it is worth the time spent on it.
b. models how people solve real problems
The task should involve meetings or other activities that involve negotiation, planning, action,
reporting, evaluating and exploring of alternatives.
c. puts knowledge to work
The task should draw on a range of knowledge, skills and strategies from different areas of the
mathematics and school curriculum.
d. demonstrates what students know and can do
Don’t set the task to identify what kids don’t know, all learners should be enabled to make a start or
contribute in some way. However, the task should also challenge all learners at some level.
e. supports multiple representation and solution strategies
Recording and reporting in multiple ways, for example, diagrams, stories, graphs, tables, symbolic
expressions, written arguments, explanations and/or justifications can demonstrate multiple options.
f. offers opportunities for meaningful learning and higher order cognitive thinking
For example, the task should allow for:
- aha moments
- the development of an extended range of problem solving strategies and/or skills
- the construction and evaluation of conjectures, rules and/or generalisations
g. results in some product, presentation or outcome
Ultimately, there should be something tangible that can be ‘pointed to’ as a result of the
deliberations of the group and/or individual.
evaluate the importance of the Proficiency Strands
If it’s not evident that a proficiency strand is present, then the activity is unlikely to be related to
mathematics. It is important to ensure that each activity has a purpose, these strands give this
purpose by providing an underlying mathematic base for each given task. They describe the actions in
which students engage when learning.
Question: Nine (9)
importance of common factions
Common fractions are evident in everyday life, they are used in many varying contexts and situations,
for example, baking, money organisation or even time telling. These fractions symbolise a more
extensive understanding of whole number and parts of wholes. This basic foundation can lead into
the learning of more complex fractions, decimals, percentages and more.
six important messages
a. fractions are an important part of the mathematics curriculum
learning fractions gives students an understanding of parts of a whole and can be transferred into
multiple different learning areas, such as decimals and percentages.
b. fractions are a challenge to teach and learn
students must have an understanding of whole before they can begin to explore fractions. In this way
they are difficult to understand and learn. It is also difficult to teach as an educator needs to provide
tactile and engaging activities to ensure students grasp the content. Educators tend to take more of a
direct teaching approach, however, this is not always effective.
c. developing the idea that the size of the unit/whole determine what the fraction looks like is
essential
depending on what the whole is, will determine what the part looks like. A quarter of a sandwich
looks different from a quarter of a pizza and different again to a quarter of the number 20.
d. multiple representations of fractions are required
when representing fraction, ensure that a variety of forms is shown. Use decimal, percentage and
fraction form to show the ways students can express the idea. For example, one quarter can be seen
as 1/4 , .25 or 25%.
e. common fraction understanding is based on the part/whole concept (partitioning) and fractions
are about equal parts
students must come to understand that fractions are equal parts of a whole, they need to be able to
explore how each whole can be broken up and what this means in terms of how to represent the
fraction.
f. the bigger the denominator the smaller the parts
when the number on the bottom of the fraction is larger it means the whole is being broken up into
more. This explores that when given 1/8 of a pizza you are getting less then if you where given ¼ of a
pizza.