VINCENTIUS KRIGE

15243893
OPM1501
FINAL EXAM 2023
13 OCTOBER 2023

QUESTION 1

Shifting to a Constructivist Approach in Teaching Mathematics: A Focus on Measurement in

the Intermediate Phase
In the field of education, there has been a growing recognition of the importance of
adopting constructivist approaches to teaching and learning. This essay critically explores
the statement that Mathematics teachers should shift from traditional teaching approaches
to embrace constructivism, with a specific focus on the teaching and learning of
measurement in the Intermediate Phase.
Understanding Constructivism
Constructivism is a learning theory that emphasizes the active construction of knowledge by
learners through their experiences and interactions with the environment. It suggests that
learners actively build their understanding by connecting new information to their existing
knowledge and experiences. In a constructivist classroom, the teacher acts as a facilitator,
guiding students in their exploration and discovery of mathematical concepts.
Benefits of a Constructivist Approach in Teaching Measurement
Active Engagement: Measurement involves practical applications and real-world contexts.
By adopting a constructivist approach, teachers can engage students in hands-on activities,
such as measuring objects, estimating lengths, and comparing sizes. This active engagement
promotes a deeper understanding of measurement concepts.
Meaningful Learning: Constructivism encourages students to make connections between
their prior knowledge and new information. When learning measurement, students can
draw on their everyday experiences of measuring objects, such as using rulers or scales at
home. By relating measurement to real-life situations, students can develop a more
meaningful understanding of the subject.

Collaborative Learning: Constructivism emphasizes the importance of social interaction and

collaboration in the learning process. Teachers can facilitate group discussions and
cooperative learning activities where students can share their strategies, compare
measurements, and solve measurement problems together. This collaborative approach
fosters communication skills and allows students to learn from each other's perspectives.
Problem-Solving Skills: Measurement often involves solving problems and making decisions
based on data. A constructivist approach encourages students to actively engage in problem-
solving tasks, such as measuring the area of a room or converting units of measurement. By
grappling with real-world measurement problems, students develop critical thinking and
problem-solving skills.
Examples of Constructivist Practices in Teaching Measurement
Exploration Stations: Teachers can set up different measurement stations in the classroom
where students can explore various measurement tools, such as rulers, measuring tapes,
and scales. Students can measure objects of different sizes and shapes, record their
measurements, and discuss their findings with their peers.
Real-Life Measurement Tasks: Teachers can provide students with measurement tasks that
relate to their everyday lives. For example, students can measure the length of their desks,
the volume of water in a container, or the weight of objects in their backpacks. By
connecting measurement to real-life situations, students can see the relevance and
practicality of the concepts.
Mathematical Journals: Students can keep journals to record their measurement
experiences, observations, and reflections. They can document their strategies, mistakes,
and discoveries. This reflective practice encourages students to think metacognitively about
their learning and promotes a deeper understanding of measurement concepts.

Peer Assessment: Teachers can incorporate peer assessment activities where students
provide feedback on each other's measurement work. This promotes a culture of
constructive criticism and allows students to learn from their peers' approaches and
strategies. Peer assessment also encourages students to articulate their reasoning and justify
their measurements.
In conclusion, adopting a constructivist approach in teaching measurement in the
Intermediate Phase offers numerous benefits. It promotes active engagement, meaningful
learning, collaborative learning, and the development of problem-solving skills. By
incorporating constructivist practices, such as exploration stations, real-life measurement
tasks, mathematical journals, and peer assessment, teachers can create a rich learning
environment that fosters students' understanding and application of measurement
concepts.

___________________________________________________________________________
Question 2

2.1 a) Pattern
b) The numbers increase by 1 each time, forming a sequence.
c) Pattern
d) The number increases by adding a specific number each time.
e) Pattern
f) Each number is multiplied by 2, forming a sequence.
g) Pattern
h) Each number is multiplied by 2, forming a sequence.
i) Not a pattern
j) The numbers do not follow a specific rule or sequence.
k) Pattern
l) The number decreases by 2 each time forming a sequence.
m) Not a pattern
N) The numbers do not follow a specific rule or sequence.

2.2 a) 841=
 800 (EIGHT FLATS)

40 (FOUR LONGS) 1 ( ONE TINNIE)

b) 106=

100 (ONE FLAT) 6 (SIXS TINNIES)

c) 3 051=

3000 (THREE BIG BLOCKS)

50 (FIVE LONGS) 1 (ONE TINNY)

d) 376=

300 (THREE FLATS)

 70 (SEVEN LONGS)

6 (SIX TINNYS)
e) 12=

10 (ONE LONG) 2 (TWO TINNYS)

2.3) a) To test for divisibility by 3, we can add up the digits of the number. If the sum is
divisible by 3, then the number is divisible by 3. The sum of digits in 68 979 = 6 + 8 + 9 + 7 + 9
= 39 Since 39 is divisible by 3, 68 979 is divisible by 3.
To test for divisibility by 5, we check if the one digit is 0 or 5. The one digit in 68 979 is 9, so it
is not divisible by 5.
To test for divisibility by 6, we need to check if the number is divisible by both 2 and 3. Since
we already know that 68 979 is divisible by 3, we just need to check if it is divisible by 2. If
the one digit is even, then it is divisible by 2. The one digit in 68 979 is 9, so it is not divisible
by 2.
To test for divisibility by 11, we need to find the difference between the sum of the digits at
odd positions and the sum of the digits at even positions. If the difference is divisible by 11,
then the number is also divisible by 11. The sum of digits at odd positions = 8 + 9 + 7 + 5 = 29
Sum of digits at even positions = 6 + 9 + 9 = 24 Difference = 29 - 24 = 5 Since 5 is not divisible
by 11, 68 979 is not divisible by 11.
b) Sum of digits in 18 960 = 1 + 8 + 9 + 6 + 0 = 24 Since 24 is divisible by 3, 18 960 is divisible
by 3.

The one digit in 18 960 is 0, so it is divisible by 5. The one digit in 18 960 is 0, so it is divisible
by 2.

Sum of digits at odd positions = 8 + 9 + 0 = 17 Sum of digits at even positions = 1 + 6 = 7

Difference = 17 - 7 = 10 Since 10 is not divisible by 11, 18 960 is not divisible by 11.

c) Sum of digits in 25 = 2 + 5 = 7 Since 7 is not divisible by 3, 25 is not divisible by 3.

The one digit in 25 is 5, so it is divisible by 5.
The one digit in 25 is 5, so it is divisible by 2.
Sum of digits at odd positions = 2 Sum of digits at even positions = 5 Difference = 2 - 5 = -3
Since -3 is not divisible by 11, 25 is not divisible by 11.
d) Sum of digits in 7 688 597 625 = 7 + 6 + 8 + 8 + 5 + 9 + 7 + 6 + 2 + 5 = 63 Since 63 is
divisible by 3, 7 688 597 625 is divisible by 3.
The one digit in 7 688 597 625 = 5, so it is not divisible by 5.

The one digit in 7 688 597 625 = 5, so it is not divisible by 2.

The sum of digits at odd positions = 7 + 8 + 5 + 9 + 2 = 31 Sum of digits at even positions = 6
+ 8 + 7 + 6 + 5 = 32 Difference = 31 - 32 = -1 Since -1 is not divisible by 11, 7 688 597 625 is
not divisible by 11.
e) Sum of digits in 187 922 = 1 + 8 + 7 + 9 + 2 + 2 = 29 Since 29 is not divisible by 3, 187 922
is not divisible by 3.
The one digit in 187 922 = 2, so it is not divisible by 5.
The one digit is 187 922 = 2, so it is divisible by 2.
The sum of digits at odd positions = 8 + 7 + 2 = 17 Sum of digits at even positions = 1 + 9 + 2
= 12 Difference = 17 - 12 = 5 Since 5 is not divisible by 11, 187 922 is not divisible by 11.
Question 3

3.1) 24+57=81

20 (TWO LONGS) 4 (FOUR TINNYS)

50 (FIVE LONGS) 7 (SEVEN TINNYS)

 80 (EIGHTH LONGS)

1 (ONE TINNY)

3.2) 290+206=496

200 (TWO FLATS)

 90 ( NINE LONGS)

200 (TWO FLATS)

6 (SIX TINNYS)
400 (FOUR FLATS)

90 (NINE LONGS)

6 (SIX TINNIES)
Question 4
To demonstrate whether Busisiwe is correct, we will calculate the sum of the outside four
numbers for the given pattern: 6; 12; 13; 14; 20. 1)
Calculation 1: Sum of the outside four numbers: 6 + 13 + 14 + 20 = 53 Number in the middle:
12 Four times the number in the middle: 4 × 12 = 48 Since 53 is greater than 48, Busisiwe's
claim is incorrect based on this calculation.
2) Calculation 2: Sum of the outside four numbers: 12 + 13 + 14 + 20 = 59 Number in the
middle: 6 Four times the number in the middle: 4 × 6 = 24 Once again, 59 is greater than 24,
confirming that Busisiwe's claim is incorrect according to this calculation as well.
In both calculations, the sum of the outside four numbers is greater than four times the
number in the middle. Therefore, we can conclude that Busisiwe's claim is incorrect based
on these calculations.
Question 5
To determine the mean of the marks of the learners, we need to add up all the marks and
divide by the number of learners.
5.1 The sum of all the marks is
32+58+73+87+58+75+32+61+62+61+91+58+37+92+21+37+47+88+55+32=1157
The number of learners is 20. Therefore, the mean of the marks of the learners is 1157÷20 =
57,85, rounded to 2 decimal places, the mean is 57,85.
5.2 The extreme values in the data are Mahlatse's mark of 21 and Sannah's mark of 92.

5.3 If we delete one extreme value, let's say we delete Sannah's mark of 92, the new sum of
all the marks would be 1157 - 92 = 1065.

The number of learners would then be 20 - 1 = 19. Therefore, the new mean of the marks of
the learners without Sannah's mark is 1157÷19 = 60,89 rounded to 1 decimal place, the new
mean is 60,1.
DECLARATION

Your exam script will not be marked if this is not completed.

I, Vincentius Krige

(Name & surname) Student number: 15243893 Module code: OPM1501

Hereby declare the following: I understand Unisa’s policy on plagiarism.

This examination is my original work, produced by myself. I have duly acknowledged all other
people’s work (both electronic and print) through the proper reference techniques, as stipulated in
this module. I have not copied the work of others and handed it in as my own.

I have also not made my work available to any fellow students to submit as their own.
Signature……………………………. Date: 13 October 2023