MFPC 121 WORKSHEET LU 3.1.1 / WERKSKAART LE 3.1.

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Addition / Optel
Resources: / Bronne: Haylock, Chapter 7 p.91-107.
Naude & Meier, Chapter 4C p.103-113
MFPC 121 – Extra book
Question 1 / Vraag 1 (5x2=10)

Refer to Haylock, Chapter 7 p.91-107. to answer the following questions / Verwys na Haylock,
Hoofstuk 7 p.91-107. om die volgende vrae te beantwoord

1.1 Read Page.92 and discuss the concepts explained there? / Lees Bladsy.92 en bespreek die
konsepte wat daar verduidelik word?

1.2 Distinguish between addition as aggregation and addition as augmentation. / Onderskei tussen
optelling as samevoeging en optelling as vergroting

1.3 Give an example in which learners can use addition in the augmentation structure? / Gee 'n
voorbeeld waarin leerders optelling in dievergrotingsstruktuur kan gebruik?

1.4 In page 93, the idea of ‘how many (or how much) altogether’ is explained. Use your own example
to show how this idea can be represented. / Op bladsy 93 word die idee van 'hoeveel altesaam'
verduidelik. Gebruik jou eie voorbeeld om te wys hoe hierdie idee voorgestel kan word.

1.5 Distinguish between disjoint (discrete) set and union of sets. / Onderskei tussen disjunkte
versameling en vereniging van versamelings.

Question 2 / Vraag 2 (12)

Refer to Maths 121 – Extra book, pg. 21 – 25, to answer the following questions / Verwys na Wiskunde
121 – Ekstra boek, bl. 21 – 25, om die volgende vrae te beantwoord:

2.1 What is the first step in the construction of algorithm? / Wat is die eerste stap in die
konstruksie van ‘n algoritme?
2.2 How can Place Values be presented? / Hoe kan Plekwaardes voorgestel word?

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Question 3 / Vraag 3

Refer to Naude & Meier, Chapter 4C p.103-113. to answer the following questions / Verwys na Naude &
Meier, Hoofstuk 4C p.103-113. om die volgende vrae te beantwoord

3.1 Use one number sentences three different ways, to name the three quantities involved in any
of the four basic structures of subtraction. / Gebruik een getalsin op drie verskillende wyses om die drie
hoeveelhede wat betrokke is by enige van die vier basiese strukture van aftrekking te benoem. (3)

3.2 Provide one “in-context” mathematical problem.

Voorsien een “in-konteks” wiskunde probleem. (6)

.3.3 Provide one “context free” mathematical problem.

Voorsien een “konteks vrye” wiskunde probleem.

3.4 On p. 105, there are basic problem types that needs to be explored by learners. Name and discuss
two ways in which the basic problem types needs to be explored. / Op p.105 is daar basiese tipes
probleme wat leerders moet bestudeer. Noem en bespreek twee maniere waarop basiese probleme
ondersoek behoort te word.

3.5 ___ mathematical problems are problems that are related to the learner’s real world. / _________
wiskundige probleme is probleme wat met die leerder se leefwêreld verband hou.

3.6 Identify with word sentences as examples the different interpretations of addition. Then indicate
how they differ from each other.
Identifiseer met woordsinne as voorbeelde die verskillende interpretasies van optel. Dui dan aan hoe die
interpretasies van mekaar verskil.

3.7 Identify with word sentences as examples the different interpretations of subtraction.
Identifiseer met woordsinne as voorbeelde die verskillende interpretasies van aftrek.

12 – 3 = 9

Question 4 / Vraag 4 (10)

Fit Column A with Column B. / Pas kolom A by Kolom B.

Column A / Kolom A Column B / Kolom B

4.1 7 + 6 = (7 + 3) + 3 = 13 A Incremental interpretation
Inkrementele interpretasie
4.2 B Associative property
Assosiatiewe eienskap

4.3 9+3= result / resultaat C Fact family of 10

Initial / Begin + 3= 12 Feite familie van 10
9+ change / verandering = 12
4.4 Mpho has some biscuits. Sam gives him 4 D Binding structures of addition.

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 more biscuits. Now Mpho has 12 biscuits. Bindingstrukture van optel.
How many biscuits did Mpho start with?
Mpho het koekies. Sam gee vir hom nog 4
koekies. Mpho het nou 12 koekies. Hoeveel
koekies het Mpho gehad?
4.5 Thabo has R10 and buys one packet of E Change unknown
chips for R3. He finds R2 on the floor. He Verandering onbekend
decides to buy a R1 toffee for his friend.
How much money does Thabo have left?
Thabo het R10 en hy koop ‘n pakkie skyfies
van R3. Hy tel R2 van die vloer af op. Hy
besluit om vir sy vriend ‘n toffie van R1 te
koop. Hoeveel geld het Thabo oor?
4.6 I have R20 to buy the book but I just found F Transitivity of equality
out the book costs R25, how much more Transitiwiteit van gelykheid
money do I need so I can buy the book?
Ek het R20 om ‘n boek mee te koop, maar
ek vind uit dat die boek R25 kos. Hoeveel
geld het ek nog nodig?
4.7 To get to school, Lesego walks 2 km to the G Context-free mathematical
bus stop and travels 5 km on the bus. How problem.
far is Lesego’s house from the school? Konteksvrye wiskunde probleem.
Om by die skool te kom stap Lesego 2 km
na die busstop en ry 5 km met die bus. Hoe
ver is Lesego se huis van die skool af?
4.8 0+10 = 1+9= 2+8 = H Result unknown
Resultaat onbekend

4.9 5+(7 + 4)= I In-context mathematical problem.

In-konteks wiskunde probleem.
4.10 My brother was 120 cm tall, this year he has J Start unknown
grown 5 cm more. How tall is my brother Begin onbekend
now?
My broer was 120cm lank, hierdie jaar het
hy 5cm gegroei. Hoe lank is hy nou?

Question 5 / Vraag 5 (4x2=8)

5.1 Make use of concrete apparatus AND number sentences to demonstrate the following properties of
addition: / Maak gebruik van konkrete apparaat EN getalsinne om die volgende eienskappe van optel
te demonstreer:

5.1.1 Transitivity of equality

Transitiwiteit van gelykheid

5.1.2 Identity element of 0

Identiteitselement van 0

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5.1.3 Commutative property
Kommutatiewe eienskap
5.1.4 Assosiatiewe eienskap

Associative property

Question 6 / Vraag 6 (10)

Fit Column A with Column B. / Pas kolom A by Kolom B.

Column A / Kolom A Column B / Kolom B

5.1 7 – 0 = 7 / 7 - 7= 0 A Binding structures of
subtraction.
Bindingstrukture van aftrek.
5.2 7–0=7 B Part-part whole structure
Gedeelte-gedeelte geheel
struktuur
5.3 15 - 3 = result / resultaat C Change unknown
Initial / Begin - 3= 12 Verandering onbekend
15 - change / verandering = 12
5.4 Mpho has some biscuits. Sam ate 4 of the D Identity element ofsubtraction.
biscuits. Now Mpho has 12 biscuits. How Identiteitselement van aftrek..
many biscuits did Mpho start with?
Mpho het koekies. Sam eet 4 koekies.
Mpho het nou 12 koekies. Hoeveel
koekies het Mpho gehad?
5.5 Thabo has R100 and he buys a book and E Structure of comparison
his change is R75. How much did the book problem.
cost? Struktuur van vergelykende
Thabo het R100, hy koop ‘n boek en probleme.
ontvang R75 kleingeld. Hoeveel het die
boek gekos?
5.6 Large set, small set and difference. F Two invers subtraction facts.
Groot versameling, klein versameling en Twee inverse aftrek feite.
verskil.
Inverse
5.7 To get to school Susan must walk 10 km. G Context-free mathematical
She already walked 8 km. How far is she problem.
from the school? Konteksvrye wiskunde
Om by die skool te kom moet Susan 10 probleem.
km stap. Sy het alreeds 8 km gestap. Hoe
ver is sy nou van die skool af?
5.8 X+Y=Z H Result unknown
Resultaat onbekend

5.9 20 - 11= I In-context mathematical

problem.
In-konteks wiskunde probleem.
5.10 My brothers’ hair was 120 cm long, the J Start unknown
hairdresser cut off 20 cm. Before school Begin onbekend
started he had to cut off another 60 cm.
How long is my brothers’ hair now?
My broer se hare is 120cm lank. Die
haarkapper sny toe 20 cm af. Net voor die
skool begin moet hy nog 60cm afsny. Hoe

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 lank is sy hare nou?

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