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OPM1501
EXAM PACK
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OPM1501
OCT/NOV 2023
UNIVERSITY EXAMINATIONS
Oct/Nov 2023
MODULE: OPM1501
Orientation to Primary Mathematics

100 marks
3 hours and 30 minutes
EXAMINERS:
FIRST: DR HW MBHIZA
SECOND: MRS C MACHABA
This examination question paper consists of 9 pages.
Instructions:
EXAMINATION INSTRUCTIONS:
1. Do not start writing without The Invigilator App and remember to scan the QR code
on page 3.
2. Read the questions carefully.
3. This question paper consists of five questions. Answer all the questions.
4. Number your answers exactly as the questions are numbered.
5. Start each question on a new page.
6. You may use a calculator.
7. Round off your answers to two decimal digits, where necessary.
8. You must show all the working details.
9. This exam is not an open-book exam.
10. It is in your own interest to write legibly and to present your work neatly.
11. Please note that the diagrams are NOT necessarily drawn to scale.
12. Remember to complete, sign and attach the Honesty Declaration to your
answer script. A handwritten Honesty Declaration is also acceptable.
13. NB: Only PDF files are permitted. During submission, you will be restricted to this
format. Files should not be larger than 50MB.
1
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OPM1501
OCT/NOV 2023
DECLARATION
Your exam script will not be marked if this is not completed.
I, …………………………………………………………………
(Name & surname)
Student number: …………………………
Module code: …………….
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…………………….
2
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OPM1501
OCT/NOV 2023
INVIGILATOR APP QR CODE
3
[TURN OVER]

OPM1501
OCT/NOV 2023
Question 1
In OPM1501, it is advocated that Mathematics teachers should shift from using traditional
teaching approaches and embrace an approach that promotes constructivism.
Write a 1 000-word essay in which you critically demonstrate your understanding

of the above statement with a lens on the teaching and learning of measurement in
any grade in the Intermediate Phase. You should include examples, either from
your learning experience at school, general reading, your understanding of the
curriculum or observation as a learner to illustrate the points that you make.
Please use the assessment 1 rubric, provided at the end of this question
paper, to guide the structuring of your essay. It is important that you use this
rubric to do self-evaluation before you submit your essay to ensure that you
have completed all the required elements for the essay adequately.
[30]
4
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OPM1501
OCT/NOV 2023
Question 2
2.1 Copy and complete the table below. In column two establish whether the set of
numbers is a pattern or not. In column three describe how you established
whether the set of numbers is a pattern or not.
Number set Pattern or not a Description

pattern
7; 8; 10; 12; 14; … a) {2} b) {2}
14; 28; 34; 41; 48; … c) {2} d) {2}
4; 8; 16; 24; … e) {2} f) {2}
100; 200; 400; 800; … g) {2} h) {2}
5; 10; 16; 19; 21; …. i) {2} j) {2}
15; 13; 11; 9; …. k) {2} l) {2}
10; 20; 30; 50; … m) {2} n) {2}
(28)
2.2 Illustrate the following numbers using base 10 blocks:
a) 841 {2}
b) 106 {2}
c) 3 051 {2}
d) 376 {2}
e) 12 {2}
(10)
2.3 Test the following numbers for divisibility by 3, 5, 6 and 11. (Do not divide or
factorise.)
a) 68 979 {4}
b) 18 960 {4}
c) 25 {4}
d) 7 688 597 625 {4}
e) 187 922 {4}
(20)
[58]
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OPM1501
OCT/NOV 2023
Question 3
Use Dienes blocks to illustrate the following operations:
3.1 24 + 57 {2}
3.2 290 + 206 {2}
[4]
Question 4
Busisiwe selected the following pattern of numbers from the calendar. She says that
anywhere in the calendar, for numbers arranged in this pattern, the sum of the outside
four numbers will be four times the number in the middle.
Using two calculations, demonstrate whether Busisiwe is correct or incorrect.

[4]
6
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OPM1501
OCT/NOV 2023
Question 5
The marks of 20 Grade 8 Mathematics learners in a class are recorded as follows:

Learner Mark
Mbali 32
Jason 58
Lebo 73
Donald 87
Donovan 58
Mulo 75
Nonthethelelo 32
Luyanda 61
Sifiso 62
Tlangi 61
Jacob 91
Ntombi 58
Mokgadi 37
Sannah 92
Mahlatse 21
Xikombiso 37
Thabisile 47
Lindi 88
Simon 55
Lereko 32
Use the data above to determine the following:

5.1 What is the mean of the marks of the learners? {2}
5.2 Identify two extreme values of the data. {1}
5.3 Delete one extreme value of the data and recalculate the mean of the data
to one decimal place. What do you notice about the original mean and the
new mean? {1}
[4]
TOTAL: 100
© UNISA 2023
7
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OPM1501
OCT/NOV 2023
ANNEXURE A
HOW TO SUBMIT YOUR ANSWER FILE

Take-Home (Assignment) assessments are conducted offline within a specific time-period.
You will need to visit the modules exam site to download the question paper and upload your answer
script once completed.
You might already be familiar with the Take-Home type of assessments as they are the same as
upload assignments.
Follow these steps to submit your exam file:
1. When ready to submit, open the Take-Home (Assignment) assessment again and click on
the Add Submission button.
2. Note the file requirements such as:

a. File size limit.
b. Number of files that can be submitted.
c. File formats allowed.
Note: MS Word documents need to be saved as PDF documents, and paper-based answers
must be scanned into a combined PDF document.
3. Check the acknowledgment checkbox and upload your answers document and then click on
the Save changes button.
4. Review your submission information regarding the status and click on your submission file link
to check if it's correct.
5. If you need to resubmit a file, you can click on the Edit Submission button.
Note: You will need to delete any existing files.
8
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ANNEXURE B
MODULE NAME: ORIENTATION TO PRIMARY MATHEMATICS MODULE CODE: OPM1501
STUDENT NAME: STUDENT NUMBER:
Assessment 1 Rubric Marks: 30

ACADEMIC LEVELS OF
CONTENT ACHIEVEMENT
CRITERIA Poor Developing Good Excellent
ELEMENT
Score Ranges Per Level
Description of the theory of
constructivism, juxtaposing it to No attempt is made to analyse the An attempt is made to analyse, but An attempt is made to apply Shows an in-depth /10
behaviourism and its practical theory. there are lapses in understanding of understanding but lacks depth of understanding of theory.
implications theory. analysis.
Application of the constructivist Shows understanding but
theory in teaching measurement No evidence of practical Practical examples are very practical examples do not entirely Provides an accurate account
implementation of the theory of general in theory and are not reflect the ideals of a of what is required in the /10
constructivism. described in detail. constructivist approach to classroom.
teaching.
Suitable for teaching Only one strategy identified, OR two Identified two strategies and
measurement No strategies identified, OR identified, but with very vague Identified two good strategies with provided sound reasoning and
strategies are identified but with no reasoning and no examples, OR sufficient reasoning but lacks /5
excellent practical teaching
pedagogical reasoning. reasoning does solid, convincing examples.
examples.
not make pedagogical sense.
Academic writing Essay is of poor quality; student has The essay has potential, but Good essay, a few spelling The student presented a logical
language usage, spelling and
not used their own words or the essay grammar need attention. and grammar mistakes and and well-structured essay with /5
is difficult to follow because it has no Referencing (in-text and language usage is generally clear introductory, body
logical structure and professional. Student might
flow. Referencing (in-text and reference list) is partially correct have written a good essay but and concluding elements. No
reference list) is poor (not consistent (not fully consistent with the there are no paragraphs or colloquialisms were used, and
with the Harvard referencing style). Harvard referencing style). structure. Referencing (in-text and language utilisation is of high
reference list) is correct quality. Spelling and grammar
(consistent with the Harvard are all accurate/near
referencing style) with minor accurate.
deviations and inconsistencies (3 There is accurate referencing
or less). (in- text and reference list) and
all
sources have been referenced.
TOTAL ____________ / 30

OPM1501 OCTOBER NOVEMBER 2023
QUESTION 1
In recent years, there has been a call to shift from traditional teaching
approaches to a more student-centered approach that promotes
constructivism in Mathematics education. This shift is particularly important in
the teaching and learning of measurement in the Intermediate Phase. In this
essay, I will critically demonstrate my understanding of the statement that
Mathematics teachers should embrace an approach that promotes
constructivism by examining the teaching and learning of measurement in the
Intermediate Phase, using examples from my learning experience, general
reading, curriculum understanding, and observations as a learner.
To begin with, it is crucial to understand what constructivism is and how it can

be applied to the teaching of Mathematics. According to constructivist
theories, learning is an active process in which learners construct their
understanding and knowledge of the world through experiencing and
reflecting on those experiences. In the context of Mathematics education, this
means that students should be actively involved in the learning process,
engaging in tasks that require them to make sense of mathematical concepts
and apply them to real-world situations. This is particularly relevant in the
teaching and learning of measurement, as it is a fundamental aspect of
Mathematics that has practical applications in everyday life.
In my own learning experience at school, I can recall a traditional approach to

teaching measurement, where the teacher would present formulas and
procedures for measuring length, area, volume, and other attributes, and we
would simply memorize and replicate those procedures in our assignments
and tests. This approach did not allow for a deep understanding of the
concepts and their applications. It also did not cater to different learning styles
and abilities among the students in the class.

However, a constructivist approach to teaching measurement would involve

engaging students in hands-on activities, problem-solving tasks, and real-life
applications of measurement concepts. For example, students could work in
groups to measure and compare the dimensions of different objects in the
classroom, or they could design and conduct experiments involving
measurement, such as determining the volume of irregular objects using
water displacement. These activities would allow students to actively construct
their understanding of measurement concepts and develop problem-solving
skills, as well as an appreciation for the relevance of measurement in the real
world.
Moreover, a constructivist approach to teaching measurement would also

involve incorporating technology and manipulatives into the learning process.
For instance, students could use digital tools such as virtual rulers and
protractors to measure angles and lengths, or they could use physical
manipulatives such as centimeter cubes and rulers to explore the concept of
volume. These tools can enhance students' understanding of measurement
concepts and provide opportunities for interactive and exploratory learning
experiences.
In addition to my personal experience, my understanding of the curriculum

also supports the need for a constructivist approach to teaching measurement
in the Intermediate Phase. The Curriculum and Assessment Policy Statement
(CAPS) for Mathematics emphasizes the importance of developing problem-
solving and reasoning skills, as well as the ability to apply mathematical
knowledge in real-life contexts. This aligns with the principles of
constructivism, as it emphasizes the importance of active engagement,
meaningful tasks, and real-world applications in the teaching and learning of
measurement.

Furthermore, as an observer of the teaching and learning of measurement in

the Intermediate Phase, I have witnessed the benefits of a constructivist
approach in action. For example, I observed a lesson where students were
given the task of designing and building a model of a house using cardboard
boxes, and they had to measure and calculate the dimensions of the rooms,
doors, and windows. This hands-on activity allowed students to apply
measurement skills in a meaningful context, and it also promoted
collaboration, creativity, and critical thinking.
In conclusion, the shift from traditional teaching approaches to a constructivist

approach in Mathematics education is crucial, particularly in the teaching and
learning of measurement in the Intermediate Phase. Through my own learning
experience, general reading, understanding of the curriculum, and
observations as a learner, I have come to appreciate the importance of
promoting active engagement, problem-solving tasks, real-world applications,
and the use of technology and manipulatives in the teaching of measurement.
By embracing a constructivist approach, Mathematics teachers can ensure
that students develop a deep understanding of measurement concepts and
the ability to apply these concepts in a variety of contexts, which is essential
for their future success in Mathematics and in their everyday lives.
QUESTION 2
2.1.
To establish whether the set of numbers is a pattern or not, I looked for a

consistent rule or relationship between the numbers in the set.
7; 8; 10; 12; 14; … - This set seems to increase by 1, 2, 2, 2, suggesting a

pattern.

14; 28; 34; 41; 48; … - This set does not seem to follow a consistent pattern.
4; 8; 16; 24; … - This set seems to increase by 4, 8, 8, suggesting a pattern.
100; 200; 400; 800; … - This set seems to multiply by 2 each time, suggesting
a pattern.
5; 10; 16; 19; 21; …. - This set does not seem to follow a consistent pattern.
15; 13; 11; 9; …. - This set seems to decrease by 2 each time, suggesting a
pattern.
10; 20; 30; 50; … - This set seems to increase by 10, 10, 20, suggesting a
pattern.
Based on this analysis, the sets that seem to follow a consistent rule or
relationship between the numbers can be considered patterns while the sets
that do not follow a consistent rule or relationship are not patterns.
2.2.
a) 841
8 hundreds blocks, 4 tens blocks, and 1 unit block
b) 106
1 hundreds block, 0 tens blocks, and 6 unit block

c) 3 051
3 thousands blocks, 0 hundreds blocks, 5 tens blocks, and 1 unit block
d) 376
3 hundreds blocks, 7 tens blocks, and 6 unit block
e) 12
1 ten block, and 2 unit block
2.3.
a) 68 979
Divisible by 3: No
Divisible by 5: No
Divisible by 6: No
Divisible by 11: No
b) 18 960
Divisible by 3: Yes
Divisible by 5: Yes
Divisible by 6: Yes
Divisible by 11: No

c) 25
Divisible by 3: No
Divisible by 5: Yes
Divisible by 6: No
Divisible by 11: No
d) 7 688 597 625
Divisible by 3: No
Divisible by 5: Yes
Divisible by 6: No
Divisible by 11: No
e) 187 922
Divisible by 3: Yes
Divisible by 5: No
Divisible by 6: Yes
Divisible by 11: No
QUESTION 3
For the operation 24 + 57:
First, represent 24 using Dienes blocks.
2 groups of tens and 4 ones.

Then, represent 57 using Dienes blocks.
Combine the blocks to find the sum.
For the operation 290 + 206:
Start by representing 290 using Dienes blocks.
2 hundreds, 9 tens, and 0 ones.
Then, represent 206 using Dienes blocks.
Combine the blocks to find the sum.
QUESTION 5
5.1 The mean of the marks of the learners is:
(32 + 58 + 73 + 87 + 58 + 75 + 32 + 61 + 62 + 61 + 91 + 58 + 37 + 92 + 21 +
37 + 47 + 88 + 55 + 32) / 20
= 1207 / 20
= 60.35

5.2 Two extreme values of the data are Mahlatse with a mark of 21 and
Sannah with a mark of 92.
5.3 If we delete the extreme value of Sannah (92) and recalculate the mean:
(32 + 58 + 73 + 87 + 58 + 75 + 32 + 61 + 62 + 61 + 91 + 58 + 37 + 21 + 37 +
47 + 88 + 55 + 32) / 19
= 1147 /19
≈ 60.4
When we delete one extreme value, the new mean (60.4) is slightly higher
than the original mean (60.35).

OPM1501
JANUARY/FEBRUARY 2023
Total: 100 marks

Duration: 3 hours and 30 minutes
1. This examination question paper consists of 12 pages, including the cover page and the
Honesty Declaration on page 3, and the QR code for the Invigilator App on page 4.
2. Do not start writing without the Invigilator App and remember to scan the QR code on page 4.
4. This question paper consists of seven questions. Answer all the questions.
6. Start each question on a new page.
10. This exam is not an open-book exam.
13. Remember to complete, sign and attach the Honesty Declaration to your answer script.
A handwritten Honesty Declaration is also acceptable.
ADDITIONAL STUDENT INSTRUCTIONS

1. Students must upload their answer scripts in a single PDF file (answer scripts must not be
password protected or uploaded as “read-only” files).
2. NO e-mailed scripts will be accepted.
3. Students are advised to preview submissions (answer scripts) to ensure legibility and
upload the correct answer script file.
4. Students are permitted to resubmit their answer scripts should their initial submission be
unsatisfactory.
5. An incorrect file format and uncollated answer scripts will not be considered.
6. Incorrect answer scripts and/or submissions made on unofficial examination platforms
(including the Invigilator cellphone application) will not be marked. No opportunity will be
granted for resubmission.

OPM1501
JAN/FEB 2023
7. The mark awarded for incomplete submission will be the student’s final mark. No
opportunity for resubmission will be granted.
8. The mark awarded for an illegible scanned submission will be the student’s final mark. No
9. Submissions will only be accepted from registered student accounts.
10. Students suspected of dishonest conduct during the examinations will be subjected to
disciplinary processes. UNISA has a zero tolerance for plagiarism and/or any other forms
of academic dishonesty.
11. Students are provided 30 MINUTES to submit their answer scripts after the official
examination time. Submissions made after the official examination time will be rejected by
the examination regulations and will not be marked.
12. Students experiencing network or load-shedding challenges are advised to apply, together
with supporting evidence, for an aegrotat within three days of the examination session.
13. Students experiencing technical challenges, contact the SCSC 080 000 1870 or e-mail
Examenquiries@unisa.ac.za or refer to Get-Help for the list of additional contact numbers.
Communication received from your myLife account will be considered.
To upload your take-home examination,

1. Go to myExams (https://myexams.unisa.ac.za/portal) and log in with your myUnisa
credentials, i.e., student number and password.
2. Click on the OPM1501 site.
3. Click on the eAssessment tool, in the navigation menu on the left.
4. Once the eAssessment page has loaded, select the assessment you want. Upload the
examination answer file by clicking on the link under the heading, Assignment Title.
5. A new page will open. Scroll down to Submission.
6. Make sure all your pages are converted into a single PDF document for uploading.
7. Under Attachments, click the Choose File button, to browse for a file on your device.
8. Once you have attached your answer file, the name of the file, the file size and upload time
stamp will be displayed under Attachments.
9. Remember to click the Honour Pledge before submission, where it appears on the screen.
You will not be able to submit the assessment if the checkbox is not ticked.
10. When ready and satisfied with the correct answer file, click the Submit button to complete
your assessment submission.
11. Once you have submitted, you will receive a confirmation message on the screen. Make a
screen copy for your records. This is your proof that your take-home answer file was
submitted. It is advisable to print this page or make a screen capture for record purposes.
A copy of this page will also be e-mailed to your myLife e-mail account.
NB: Only PDF files are permitted. During submission, students will be restricted to this format.
Files should not be larger than 20MB.

OPM1501
JAN/FEB 2023
DECLARATION
(Your portfolio/exam script will not be marked if this is not completed.)
I, …………………………………………………………………
(Name & surname)

I understand UNISA’s policy on plagiarism. This examination is my original work,
produced by myself. I have duly acknowledged all the other people’s work (both
electronic and print) through the proper reference techniques, as stipulated in this
module.
I have not copied 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:……………………….

OPM1501
JAN/FEB 2023
INVIGILATOR APP QR CODE

OPM1501
JAN/FEB 2023
Question 1
1.1. Find the missing number in the following number sequences:

a) 3, 6, 9, …, 15
b) 5, 50, 500, …, 50 000
c) ½, 1, …, 2, 2½
d) - 8, - 32, - 128, …, … (5)
1.2. Use the method of compensation to show how you can make the subtraction of
876 – 59 easier. (2)
1.3. Draw a factor tree diagram to show the difference between the prime product and
prime factor of 150.
(3)
3 2
1.4. Use the area model to teach the multiplication of 5 × 7 . (3)
[13]
Question 2
2.1. Complete the following function machines so that the inputs give the correct
outputs.
a) 8  ….. 56 (2)
b) 270 − ….. − 240 (2)
c) 105
 …. 5 (2)
..
d) 170 …. 90 (3)
..
(9)

OPM1501
JAN/FEB 2023
2.2. Fill out the table below to show how many matchsticks you would need for each
diagram number. (5)
Diagram number 1 2 3 4 5 6 10 25
Matchsticks 6 9 12
a) Write the rule for this pattern. (2)

b) What formula could you use for this pattern? (2)
(9)
[18]
Question 3
3.1. Jason took part in a weightlifting competition. On his first lift, he lifted 20 kg. On
his second lift, he lifted 15 kg. On his third lift, he lifted 10 kg. On his fourth lift,
he lifted 5 kg.
a) Explain the rule for this sequence. (2)

b) What can you say about Jason’s lifting? (3)
3.2. Dan read a book for his focus group. On the first day, he read up to page 11.
On the second day, he read up to page 22. On the third day, he read up to
page 33.
a) Explain the rule for this sequence. (2)

b) What page will he be up to on the fourth day? (2)
c) How many pages will he have read on the eleventh day? (2)
[11]

OPM1501
JAN/FEB 2023
Question 4
4.1. Complete these number lines by filling in the missing numbers represented by the
boxes.
a) (4)
8 19 31 42
b) (3)
0 - 27 - 81 -108
(7)
4.2. State whether each of the following statements is true or false, after the given
transformation has been performed.
a) Rotation 180° anticlockwise about the origin gives H’(-3; 4). (2)
b) Rotation 180° about the origin gives D’(2; 2). (2)

OPM1501
JAN/FEB 2023
c) Rotation 90° anticlockwise about the origin gives C’(2; -1). (2)
d) Rotation 180° about the origin gives the coordinates

V’(3; 2), E’(-2; 1), G’(1;3) (2)
e) Rotation 90° clockwise about the origin gives

K’(-2; -2), U’(3; -3), T’(0; -5). (2)
(10)

OPM1501
JAN/FEB 2023
4.3. Write a rule to describe each of the following transformations.
a) Triangle KIZ to K’I’Z’ (2)
b) Quadrilateral EQNR to E’Q’N’R’ (2)
c) Triangle HUN to H’U’N’ (2)
d) Triangle APL to A’P’L’ (2)

OPM1501
JAN/FEB 2023
e) Quadrilateral AHUP to A’H’U’P (2)
(10)
[27]
Question 5
5.1. The marks of 20 Grade 8 mathematics learners in a class are recorded as follows:
Learner Mark
Mbali 32
Jason 58
Lebo 73
Donald 87
Donovan 58
Mulo 75
Nonthethelelo 32
Luyanda 61
Sifiso 62
Tlangi 61
Jacob 91
Ntombi 58
Mokgadi 37
Sannah 92
Mahlatse 21
Xikombiso 37
Thabisile 47
Lindi 88
Simon 55
Lereko 32
10

OPM1501
JAN/FEB 2023
5.1.1. Use the data above to determine the following:

a) Median (2)
b) Mean (4)
c) Mode (2)
d) Range (2)
e) Lowest mark (2)
f) Highest mark (2)
5.1.2. Who received the second highest mark? (1)

[15]
Question 6
6.1. According to Kilpatrick, Swafford and Findell (2001), there are FIVE strands of
mathematical proficiency that enable learners to view the world mathematically.
Describe each strand of mathematical proficiency. (5)
6.2. What does it mean to mathematise? (2)
[7]
Question 7
Read the following statements and indicate whether they are true or false.
7.1. The number 76 885 976 is not divisible by 5, 6 and 11. (1)
7.2. In the table below, the number of matchsticks for diagram number 10
will be 33. (1)
Matchsticks 6 9 11
7.3. In the “before phase” of a lesson, the teacher explains the main ideas of the
lesson to the learners. (1)
7.4. Busisiwe selected the following pattern of numbers from the calendar. She says
that anywhere in the calendar, for numbers arranged in this pattern, the sum of the
outside four numbers will be five times the number in the middle. (1)
11

OPM1501
JAN/FEB 2023
7.5. Nombuso Kunene, the jewellery designer, ordered 500 g silver, 800 g
brass, and 700 g copper. Nombuso ordered 2 kg of metal excluding copper. (1)
7.6. Length is the size of a line segment; area is the size of a closed region
in a plane. (1)
𝑎+𝑏
7.7. 𝐴 = ℎ is the formula for calculating the volume of a trapezium. (1)
2
7.8. The rectangular prism below is 8 cm long, 3 cm high and 3 cm wide. The volume
of this rectangular prism is 27𝑐𝑚3 . (1)
7.9. A survey of 15 females on a day of vaccination gave the following results: 25; 74;
78; 57; 36; 43; 57; 89; 56; 91; 43; 33; 61; 67; 52. The mode for this data is only
57. (1)
[9]
[TOTAL: 100]
First examiner: Dr HW Mbhiza
Second examiner: Mrs C Machaba
©
UNISA 2023
12

QUESTION 1
1.1.
a 12
b 5 000
c 1½
d 512, 1 024
1.2.
876 – 59
= 876 + 3 – 59
= 879– 59
= 820 – 3
= 817
1.3.
15
3
150
5
10
2
1.4.
3/5
2/7

3/5 X 2/7 = 6/35
QUESTION 2
2.1.
a 7
b 310
c 21
d – 80
2.2.
Diagram 1 2 3 4 5 6 10 25
number
Matchsticks 6 9 12 15 18 21 33 78
a Multiply the diagram number by 3 and add 3 to the result

b 3 + (n x 3)
QUESTION 3
3.1.
a Subtract 5 kg to get the next kg (term) O

b Jason’s decreased his lifting with 5 kg in each trial of test given.
3.2.
a Multiply the day number by 11 to get the number of page he is on.

b 4 x 11 = page 44
c 11 x 11 = page 122
QUESTION 4
4.1.
a. 8 19 30 31 42 53 64 75
b. – 27 – 54 – 81 – 108 – 135 – 162 – 189

4.2.
a. TRUE
b. FALSE
c. TRUE
d. TRUE
e. FALSE
4.3.
a. Translation 2 units to the right and 1 unit down
b. 90 degrees rotation clockwise
c. translation 1 unit to the right
d. translation 1 unit to the right and 3 units down
e. reflection about the y axis
QUESTION 5
5.1.1.
Data arranged in order
21, 32, 32, 32, 37, 37, 47, 55, 58, 58, 58, 61, 61, 62, 73, 75, 87, 88, 91, 92
a. 58
b. Mean
= (21+ 32+ 32+ 32+ 37+ 37+ 47+ 55+ 58+ 58+ 58+ 61+ 61+ 62+ 73+ 75+ 87+ 88+ 91+ 92)/20
= 57.85
c. 32 and 58
d. Range = 92 – 21 – 71
e. 21
f. 92
5.1.2. Sannah
QUESTION 6

6.1.
Conceptual understanding - refers to an integrated and functional grasp of mathematical ideas.
Procedural fluency - refers to knowledge of procedures, knowledge of when and how to use them
appropriately, and skill in performing them flexibly, accurately, and efficiently.
Problem solving - refers to the ability to formulate mathematical problems, represent them, and
solve them.
Adaptive reasoning - refers to the capacity to think logically about the relationships among concepts
and situations.
Productive disposition - refers to the tendency to see sense in mathematics, to perceive it as both
useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see
oneself as an effective learner and doer of mathematics.
6.2.
To collect data, process information, interpret data and solutions.
QUESTION 7
7.1. TRUE
7.2. TRUE
7.3. FALSE
7.4. FALSE
7.5. FALSE
7.6. TRUE
7.8. FALSE
7.9. FALSE


MODULE: OPM1501
OCTOBER/NOVEMBER 2022
Total: 100 marks

Duration: 3 hours and 30 minutes
1. This examination question paper consists of 9 pages, including the cover page and the
Honesty Declaration on page 3 and the QR Code for the Invigilator App on page 4.
3. Do not start writing without The Invigilator App – scan the QR Code on page 4.
4. This question paper consists of three questions. Answer all the questions.
6. Please, start each question on a new page.
A handwritten Honesty Declaration is also acceptable.
ADDITIONAL STUDENT INSTRUCTIONS

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be password protected or uploaded as “read-only” files.)
2. NO e-mailed scripts will be accepted.
3. Students are advised to preview submissions (answer scripts) to ensure legibility and
upload the correct answer script file.
unsatisfactory.
5. Incorrect file format and uncollated answer scripts will not be considered.
(including the Invigilator cellphone application) will not be marked. No opportunity will be
7. The mark awarded for incomplete submission will be the student’s final mark. No

OPM1501
OCT/NOV 2022
8. The mark awarded for an illegible, scanned submission will be the student’s final mark. No
disciplinary processes. UNISA has a zero-tolerance for plagiarism and/or any other forms
of academic dishonesty.
11. Students are provided one hour to submit their answer scripts after the official examination
time. Submissions made after the official examination time will be rejected by the
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with supporting evidence, for an Aegrotat within 3 days of the examination session.
13. Students experiencing technical challenges, contact the SCSC 080 000 1870 or e-mail
Examenquiries@unisa.ac.za or refer to Get-Help for the list of additional contact numbers.
Communication received from your myLife account will be considered.
To upload your Take-Home examination,

1. Go to myExams (https://myexams.unisa.ac.za/portal) and login with your myUnisa
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2. Click on the “OPM1501” site.
3. Click on the eAssessment tool, in the navigation menu on the left.
4. Once the eAssessment page has loaded, select the assessment you want. Upload the
examination answer file by clicking on the link under the heading, Assignment Title.
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copy of this page will also be e-mailed to your myLife e-mail account.
NB: Only PDF files are permitted. During submission, students will be restricted to this

OPM1501
OCT/NOV 2022
DECLARATION
(Your assessment/exam script will not be marked if this is not completed.)
I, ………………………………………………………………(Name & Surname)
Student number: ………………………… Module code: ……………….

I understand UNISA’s policy on plagiarism. This examination is my original work, produced by
myself. I have duly acknowledged all the other people’s work (both electronic and print) through
the proper reference techniques, as stipulated in this module.
I have not copied 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:……………………
3
[TURN OVER]

OPM1501
OCT/NOV 2022
Do not continue without the Invigilator App.
4
[TURN OVER]

OPM1501
OCT/NOV 2022
Question 1
1.1. From a constructivist perspective, it is important for a teacher to draw from the
“learner’s existing knowledge, constructed on the basis of past experiences. Each
experience is unique, and hence current knowledge means that each learner is
likely to construct differing knowledge in response to a given experience” (Luneta,
2013, p. 34).
Write an essay, of not more than 700 words, in which you discuss how you would
use constructivism in teaching numbers, patterns and relationships in any grade in
the Intermediate Phase. To illustrate the points you make, you should use
examples from a classroom situation.
[30]
Question 2
2.1. Complete the following function diagrams so that the inputs give the correct
outputs.
a) 56 ÷… 8 (2)
b) 210 ÷… 5 (2)
c) 240 … 720 (3)
d) 270 −… − 240 (3)
e) 150 … 70 (3)
f) 170 … 90 … 120 (6)
g) 120 … 60 … 240 (6)
[25]
5
[TURN OVER]

OPM1501
OCT/NOV 2022
Question 3
3.1. Mr Du Plessis created a chart to depict how many mm her indoor plant grew
each week for 7 weeks. Each block equals 15 mm of growth. How tall is the plant
in centimetres?
(4)
3.2. Lerato begins a new cycling programme with 2 km on the first day. Each day,
he will increase his cycling by 500 m. How many kilometres will he cycle on day
30 of his programme? (3)
3.3. Sandra purchased the following groceries at Shoprite: 10 kg of sugar, 10 kg of

flour, 500 g of cocoa, 225 g of pecan nuts, and 275 g of coconut. How much
do all her groceries weigh in grams?
(3)
[10]
6
[TURN OVER]

OPM1501
OCT/NOV 2022
Question 4
4.1. Consider each shape in the first column and complete the descriptions in the
second column. Only write the letter and the correct answer.
Shape Description
This 3D shape is a a)
It has how many -
b) Faces:
c)Vertices:
This 3D shape is a d)
It has how many -
e) Faces:
f) Vertices:
This 3D shape is a g)
It has how many -
h) Faces:
i)Vertices:
This 3D shape is a j)
It has how many -
k) Faces:
l) Vertices:
This 3D shape is a m)
It has how many -
n) Faces:
o) Vertices:
[15]
7
[TURN OVER]

OPM1501
OCT/NOV 2022
Question 5
5.1. Your teaching assistant marked and recorded the marks for your Grade 4
mathematics learners, Test 4 for 2022, as follows:
Learner Mark
Mbali 34
Jason 58
Lebo 27
Donald 87
Donovan 12
Mulo 100
Nonthethelelo 37
Luyanda 71
Sifiso 100
Tlangi 61
Jacob 91
Ntombi 58
Mokgadi 37
Sannah 17
Mahlatse 98
Xikombiso 37
Thabisile 55
Lindi 0
Simon 55
Lereko 0

a) Median (2)
b) Mean (3)
c) Range (2)
5.1.2. Who got the second lowest mark? (1)
5.1.3. How many modes are in this data? (1)
5.1.4. Who got the second highest mark? (1)
5.1.5. If the pass percentage is 50%, how many learners passed the test? (1)
[11]
8
[TURN OVER]

OPM1501
OCT/NOV 2022
Question 6
Read the following statements and indicate whether they are true or false.
6.1. The number 76 885 976 is divisible by 5, 6 and 11.
6.2. In the table below, the number of matchsticks for diagram number 10 will be 23.
Matchsticks 6 9 11
6.3. In the ‘before phase’ of a lesson, the teacher summarises the main ideas of
the lesson.
6.4. Busisiwe selected the following pattern of numbers from the calendar. She says
that anywhere in the calendar, for numbers arranged in this pattern, the sum of
the outside four numbers will be four times the number in the middle.
6.5. Nombuso Kunene, the jewellery designer, ordered 500 grams of silver,
800 grams of brass, and 700 grams of copper. Nombuso ordered 1,3 kg of
metal excluding copper?
6.6. Length is the size of a line segment; area is the size of a closed region in a plane.
𝑎+𝑏
6.7. 𝐴= ℎ is the formula for calculating the volume of a triangle.
2
6.8. The rectangular prism below is 8 cm long, 3 cm high and 3 cm wide. The
volume of this rectangular prism is 72 𝑐𝑚3 .
6.9. A survey of 15 females on a day of vaccination were as follows: 25; 74; 78; 57;
36; 43; 57; 89; 56; 91; 43; 33; 61; 67; 52. The mode for this data is 57 and 43.
[9]
[TOTAL: 100]
1st Examiner: Dr HW Mbhiza

2nd Examiner: Mrs C Machaba
©UNISA 2022
9
[TURN OVER]

Question 1
1.1.
The main point in a constructivist classroom is for learners to solve problems and be a part of the
lesson. In my classroom l would give learners the opportunity to ask questions on numbers,
patterns and relationships by first starting my lesson with an example including a flow chart. I will
give the class a chance to discuss with me what relationship they see on the flow diagram I drew
on the board, given all answers I placed on the flow diagram. This will prompt them to ask
questions and provide them with their own discovery. I will encourage learners to think about their
previous knowledge of math and to include it in their thinking.
With the learner’s discussion with me I will prompt them to be active and part of the lesson by
providing me answers on how I got to the answers and why the pattern exists. This will help
learners with problem-solving skills and debate. Debate in this sense will give learners an
opportunity to listen and learn from other learners’ answers.
I would also give learners 2 examples of a flow diagram where they will be placed in groups to
discuss as a group what the answers will be and how they got to those answers. With this I will
prompt collaborative learning where learners learn from other students by being actively involved
in a lesson with their peers. Learners learn best when they are at the centre of the activity and
being part in solving a problem. I will however provide the rules of the flow diagram stating that we
use division, multiplying, subtracting and adding of numbers to get the results. They just have to
figure out which numbers fit.
By using number patterns, I will provide an example on the board and discuss it with my learners. I
will tell the learners that number patterns also consist of rules, and then ask the learners if they
can detect the rule of my number pattern. This will prompt learners to ask questions and give a
student- centred learning environment. If my learners struggle, I will give them a hint by asking if I
am using division, multiplication, subtraction or adding of numbers. I will then ask the learners to
tell me what number I added, subtracted, multiplied or divided my previous numbers with. In this
method learners will be enabled to investigate numbers and construct knowledge.
Another method I will use is where I give learners an example of a flow diagram of numbers or a
table where a pattern is involved and encourage learners to investigate the example on their own
in the classroom. Learners will construct their own knowledge with their own experience. When
learners have finished their own investigation, I will ask the learners to present their findings to the
class and explain how they got to the answers. This will again prompt a class discussion where
multiple intelligences are involved where multiple interpretations and expressions of learning are
allowed in the classroom.
After I have done these examples, I will go through the examples with the learners and explain
how the results are received. I will include some videos of different people explaining methods of
how to get to the answers of using patterns, numbers and relationships and encourage learners to
use the methods that they relate to when doing these activities.
As an activity learners can do, I will encourage them to experiment by using their own examples
and learning from them and then come to class to explain how their experiment started and how
they received their answers, this again will encourage student centered learning where the
learners are actively involved in their learning.
My examples will be based on knowledge that already exists within the student where students’
interpret the learning materials to develop their own meaning and understanding of the material.
2
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I will also prompt learners to ask questions during my lessons and encourage a class discussion
after my lesson where learners will listen to other learners’ inputs and explanations.
By using all these examples, I am sure learners will be encouraged to construct their own
knowledge and be a part of the learning process.
3
Question 2
2.1.
a) 56 ÷7 8
b) 210 ÷ 42 5
c) 240 + 480 720
d) 270 – 510 -240
e) 150 – 80 70
f) 170 +80 90 + 30 120
g) 120 + 60 60 + 180 240
4
Question 3
3.1.
Week 1 = 30mm
Week 2 = 45mm
Week 3 = 75mm
Week 4 = 60mm
Week 5 = 75mm
Week 6 = 75mm
Week 7 = 45mm
30mm + 45mm + 75mm + 60mm + 75mm + 75mm + 45mm = 405mm
Covert to centimetres by dividing the length by 10.
405mm ÷ 10 = 40,5cm
3.2.
2 km on first day + (29 days x 500 m)
29 days x 500 m = 14500 m
Convert 14500 m to km by dividing it with 1000
14500 m ÷ 1000 = 14,5 km
2 km + 14,5 km = 16,5 km
 Lerato cycled 16,5 km on day 30 of his programme
3.3.
10 kg + 10 kg = 20 kg
500 g + 225 g + 275 g = 1000 g
Convert 20 kg to g by multiplying it with 1000
20 kg x 1000 = 20 000 g
20 000 g + 1000 g = 21 000 g
 Sandra’s groceries weigh 21 000 g
5
Question 4
4.1.
a) Cube
b) 6
c) 8
d) Square pyramid
e) 5
f) 5
g) Cylinder
h) 3
i) 0
j) Cone
k) 1
l) 0
m) Sphere
n) 0
o) 0
6
Question 5
5.1.1.
0, 0, 12, 17, 27, 34, 37, 37, 37, 55, 55, 58, 58, 61, 71, 87, 91, 98, 100, 100
a) Median
55 + 55
= 55
2
b) Mean
0+0+12+17+27+34+37+37+37+55+55+58+58+61+71+87+91+98+100+100
20
1035
= = 51, 75
20
c) Range = highest – lowest
100 – 0 = 100
5.1.2. Donovan
5.1.3. Only 1, because the number 37 occurs 3 times and other numbers like 55, 58 and 100 occur
2 times.
5.1.4. Mahlatse
5.1.5. Only 11 learners passed the test.
7
Question 6
6.1. False
6.2. False
6.3. True
6.4. True
6.5. True
6.6. True
6.7. False
6.8. True
6.9. True
8
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OPM1501
Jan/Feb
2022
Jan/Feb 2022
OPM1501
ORIENTATION TO PRIMARY MATHEMATICS
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Ten (10) pages including the cover page.
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OPM1501
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2022
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unsatisfactory.

OPM1501
Jan/Feb
2022
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15 T o upload your Take-Home examination,
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Regards,
Dr Mbhiza HW and Machaba CM
3

OPM1501
Jan/Feb
2022
Question 1
Find the missing number in the following number sequences
a) 5, 50, 500, …, 50 000

b) ½, 1, …, 2, 2½
c) 21.2, 21.5, 21.8, ... , 22.4
d) 96⅓, 96⅔, 97, 97⅓, …
e) 19.3, 18.6, …, 17.2, … [6]
Question 2
Andrew's parents follow a regular schedule for taking care of their car. They change the
oil every 4 000 km, rotate the tyres every 8 000 km and replace the wiper blades
every 10 000 km. After how many kilometres will they first have to change the oil, rotate
the tyres, and replace the wiper blades all at once? [4]
Question 3
3.1 Complete the following function machines so that the inputs gives the correct outputs.
a) ….. 8 72 (2)
b) 270 − ….. 240 (2)
c) 355
 …. 5 (2)
..
d) 90 …. 170 (2)
..
(8)
3.2 Fill out the table below to show how many matches you would need for each diagram number
(4)
Diagram Number 1 2 3 4 5 6 10 25
Matchsticks 1 4 9 36

OPM1501
Jan/Feb
2022
a) Write the rule for this pattern: (2)

b) What formula could you use for this pattern? (2)
(8)
[16]
Question 4
4.1 Calculate the area of a trapezium that has parallel sides of 11 cm and 8 cm
respectively andthe perpendicular distance of 6 cm between the parallel sides.
(3)
4.2 Show with the activity on how to explain the difference between perimeter and
area to a grade 5 class? Provide an example to illustration to express this
difference. (3)
4.3 Jason was travelling back to Pretoria. He arrived home at 18:00. He was driving
at the speed of 100/h. He stopped for 30 minutes for his family to be refreshed
at Kranskop. The entire trip took 270 minutes.
a) Change the arrival time to pm. (1)

b) Change 270 minutes to hours. (1)
c) What time did they leave Limpopo? Show your calculations. (4)
4.4 Jason was in a weightlifting competition. On his first lift he lifted 5kg. On his
second lift he lifted 10kg. On his third lift he lifted 15kg. On his fourth lift, he
lifted 20kg.
a) Explain the rule for this sequence? (2)

b) What can you say about Jason’s lifting? (2)
4.5 Dan read a book for his focus group. On the first day he read up to page 9. On
the second day he read up to page 18. On the third day he read up to page 27.
a) Explain the rule for this sequence? (2)

b) What page will he be up to on the fourth day? (2)

OPM1501
Jan/Feb
2022
c) How many pages will he have read up to on the eleventh day? (2)
[22]
Question 5
5.1 Multiplication is very difficult for intermediate phase learners to comprehend. Prime
products and prime numbers need learner to have the concepts of multiplications as prior
knowledge for them to do divisibility rule and to do multiplication problems with
confidence. Do the following calculations and provide a way of how to teach them to a
grade five class:
a) Find the missing digit number

6 digit number where the total value of one of the digits is 2 000, the place value of third digit
is 6H, the first digit is one, the sum of the third digit and the first digit forms the 2nd digit, the
last digit is a fourth multiple of 2. The fifth digit is an odd number. Write the number as
numeral and in words. (3)
b) Proof that the number in a is divisible by 9. Show your workings (2)
c) Find prime products of 225 (3)
2 3
5.2 Use and 8 to do the following
5
a) Compare the fractions by using either an area model or a line model. (4)
b) Add the fractions (4)
[16]
QUESTION 6
6.1 Do the following transformations.
a) Rotate point D at 90° anticlockwise about the origin and give its new coordinate.
(2)

OPM1501
Jan/Feb
2022
b) Explain the transformation that took place to create the prime figure NQER using the
provided illustration below:
(2)
c) Reflect figure UKY along the y axis and give the coordinates of the prime image
(4)
6.2 Translate figure KLZ 5 units down and four units to the right.
7

OPM1501
Jan/Feb
2022
(4)
[12]
Question 7
7.1 The marks of 20 Grade 8 mathematics learners in a class are recorded as follows:
Learner Mark
Lihle 56
Peter 72
Obed 44
Sello 78
Mary 58
Tumelo 45
Njabulo 90
Ayanda 51
Mayo 31
Nhlanhla 92
Lebogang 40
Bongi 52
Sibongiseni 71
Annah 22
Morena 82
Kalo 40
Charles 56
Lindiwe 55
Eva 53
Molebogeng 29
7.2 Use the data above to determine the following:

8

OPM1501
Jan/Feb
2022
a) Median (2)
b) Mean (4)
c) Who got the second highest mark? (1)
d) Mode (2)
e) Range (2)
f) Lowest mark (2)
g) Highest mark (2)
h) Tree diagram (5)
[20]
Question 8
8.1 Constructivism is a theory about how we learn. Choose two of the

teaching strategies to use for successful teaching in mathematics.
Provide a practical example to grade 6 class.
(4)
[4]
[TOTAL: 100]
1st Examiner: Dr HW Mbhiza
2nd Examiner: Ms CM Machaba
©UNISA 2022

OPM1501
Jan/Feb
2022
DECLARATION
(Your portfolio/exam script will not be marked if this is not completed
I, …………………………………………………………………
(Name & Surname)

I understand UNISA’S policy on plagiarism. This examination is my original work
electronic and print) through the proper reference techniques as stipulated in this
module.
I have not copied work of others and handed it in as my own. I have also not made
Signature:…………………………….Date:……………………….
10

Jan/ Feb 2022 OPM1501 Supplementary Memo
Question 1
a) 5000 √
b) 112 √
c) 22,1√
d) 9723 √
e) 17,9 √; 16,5 √
[6]
Question 2
2. Andrew's parents follow a regular schedule for taking care of their car. They
change the oil every 4 000 km, rotate the tyres every 8 000 km and replace
the wiper blades every 10 000 km. After how many kilometres will they first have to
change the oil, rotate the tyres, and replace the wiper blades all at once? [4]
4 000 x 10 + 8 000 x 5 + 10 000 x 4 ( km)
= At 40 000 √km√ will the to change the oil, rotate the tyres, and replace the wiper blades all at
once.√ √
Question 3
3.1.
a) 9 √ √
b) 30 √ √
c) 71 √ √
d) + 80 √ √
3.2. 16 √; 25 √; 100 √; 625 √
a) multiply the diagram number by itself √ √
b) 𝑇𝑛 = 𝑛2 or 𝑛 × 𝑛 √ √
Question 4
4.1 Calculate the area of a trapezium that has parallel sides of 11 cm and 8 cm
respectively and the perpendicular distance of 6 cm between the parallel sides.

- showing the division of the two triangles and a rectangle √

- Showing the formula and addition as well as multiplication of substituted sides √
- Correct addition of the areas √ and provided the correct SI units for area √
Or
1 1
Area of a trapezium = 2 (a + b) x h 0r = 2 (3x6) + 8 x 6 (cm)^2√
1 1
= (8 + 11) x 6 √ = (18) + 48√
2 2
1
= 2 (19) x 6√ = 9 + 48
= 57 cm^2√ = 57 cm^2√
4.2 Show with the activity on how to explain the difference between perimeter and area
to a grade 5 class? Provide an example to illustration to express this difference. (3)
- Showing the perimeter as the addition of all the distance around the shape √ illustration √
- Showing that the area is the space within the close shape and it is calculated using squares√
illustration √
4.3 Jason was travelling back to Pretoria. He arrived home at 18:00. He was driving at
the speed of 100/h. He stopped for 30 minutes for his family to be refreshed at
Kranskop. The entire trip took 270 minutes.
a) 18 pm√
1
b) 42Hours or 4,5 Hours √
c) 13:30 √
Calculations : 18:00
– 4:30 √
13:30 √√
4.4 Jason was in a weightlifting competition. On his first lift he lifted 5kg. On his second
lift he lifted 10kg. On his third lift he lifted 15kg. On his fourth lift, he lifted 20kg.
a) Adding 5 kg to get the next kg (term) √√ Or multiply the lifting number by 5

b) Jason’s increased√√ his lifting with 5 kg in each trial of test given.
4.5 Dan read a book for his focus group. On the first day he read up to page 9. On the
second day he read up to page 18. On the third day he read up to page 27.
a) Add a 9 √to get the total number of the next number of pages read on daily√ bases. Or
multiply the day with a 9
b) Page 36. √√
c) 11 x 9 = 99 √ read on the eleventh day √
[22]

Question 5
5.1 Multiplication is very difficult for intermediate phase learners to comprehend. Prime
products and prime numbers need learner to have the concepts of multiplications as
prior knowledge for them to do divisibility rule and to do multiplication problems with
confidence. Do the following calculations and provide a way of how to teach them to a
grade five class:
a) Find the missing digit number
6 digit number where the total value of one of the digits is 2 000, the place value of third digit
is 6H, the first digit is one, the sum of the third digit and the first digit forms the 2nd digit, the
last digit is a fourth multiple of 2. The fifth digit is an odd number. Write the number as
numeral and in words. (3)
a)172 638
b) 1+7+2+6+3+8 √= 2+7=9√. Therefor the number 172 638 is divisible by nine (9)
c) 3x3x5x5 √√√
5.2 Use 25 > 38 √√

a)
0 1
√
0 1
Or
√
2 3
b) +8
5
2 8 3 5 2
=5x8 √+8x5 √
5
16 15
= 40 + 40 √
31
= 40 √

Question 6 (b) The shape was translated 5 √units to the right and one
unit up√
√√
(c) U’(-3 3); K’(-2;-2); Y’(-5 0; ) √√
√√
6.2 √√√√
Question 7
7.1 Mistake in numbering
53+55
7.2 a) = 54 √√
2
1 117
b) = 55,85 √√√√
20
c) Njabulo √
d) 40√ and 56 √
e) 92 – 22 = 70 √√
f) 22 √√
g) 92 √√
h)

2 2 9
3 1
4 4 5 0 0
5 6 8 1 2 6 5 3
7 2 8 1
8 2
9 0 2
1 mark for the correct table

1 mark for the first column (right tens)
2 marks for the second column
1 mark for having all data values captured
Question 8
8.1 Constructivism is a theory about how we learn. Choose two of the teaching
strategies to use for successful teaching in mathematics. Provide a practical example to
grade 6 class.
A selection of two strategies with practical √√examples from grade 6 concepts:

• Build new knowledge from prior knowledge. √
• Provide opportunities to talk/communicate about mathematics. √
• Create/build in opportunities for reflective thought.
• Engage students in a productive struggle.
• Encourage multiple approaches.
• Treat errors as opportunities for learning.
• Scaffold new content.
• Honour diversity.
• Create a classroom environment for doing mathematics.
100 marks

OPM1501
Oct/Nov
2021
Oct/Nov 2021
OPM1501 Memo
ORIENTATION TO PRIMARY MATHEMATICS (OPM) 1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Seven (12) pages including the cover page.
INSTRUCTIONS:
• Non-programmable calculators may be used, unless otherwise specified.

• This is NOT an open-book examination and study material, or notes may NOT be consulted
during the examination.
• Read the questions carefully.
• Use of a non-programmable pocket calculator is allowed.
• It is in your own interest to write legibly and to present your work neatly.
To upload the examination, login to myUnisa click on "myAdmin", "Assessment Admin" and
then on "Examination submission". Choose the module you want to submit. Remember to click
"Submit" once you have finished uploading your examination answer script.
[TURN OVER]
OPM1501
Oct/Nov
2021
Question 1
If language develops from the need for, and activity of mathematical communication,
“what are the activities and processes which lead to the development of mathematics?”
(Luneta, 2013, p. 7). Reflect on this statement and answer the following questions:
1.1. What is the type of mathematical activity that involves tallying and using objects or
string to record called? Counting (2)
1.2. What does the mathematical activity of ‘locating’ mean for you? Locating refers to
the exploration of one’s spatial environment and conceptualising and symbolising
that environment, with models, diagrams, drawings, words or other means (Any
description that links with this should get full marks) (2)
1.3. Why is the mathematical activity of ‘explaining’ fundamental during mathematics
teaching and learning?
Explaining enables teachers and learners to represent relationships between
phenomena, and evidence of logical thinking or reasoning
(2)
1.4. Considering Bishop’s (1991) six fundamental mathematical activities, should
Mathematics teachers simply teach the Mathematics to all learners in a generic
manner so that no-one’s cultures are engaged with, or should they engage with
each learner’s culture? (5)
It is important to note that mathematics teaching and learning does not take place
in a vacuum and learners are not Tabula Rasa (empty slates), but come into the
mathematics teaching and learning space with different ways of knowing and
mathematizing (Luneta, 2013). Thus, as a teacher you need to evaluate your
positionality about what mathematics is for you, experiences of mathematics, and,
most importantly, attitudes about mathematics.
Some examples about the relationship between Mathematics and culture include,
but not limited to the following:
- Within the South African context, Ndebele women use geometric patterns
to decorate the walls of their houses, check Esther Mahlangu’s work on the
internet.
- It is a common custom amongst the Tsonga and Venda people to calculate
time using the positions of the Sun.
- Australian Aboriginal people used mathematics to develop complex kinship
systems, used patterns like the Fibonacci sequence for weight systems,
and also used geometry to calculate time from the angles formed by the
positions of the Sun, Moon, and stars.
2

OPM1501
Oct/Nov
2021
- Sudanese mathematicians used magic squares (called Ilm al-Awfaq) and

developed accurate solar calendars.
Although most people value mathematics, it is also viewed through narrow and
specific lenses. Many people, and in particular some cultural groups, believe
mathematics to be a procedurally bound discipline; one that requires learners to
rote learn and apply numerous rules. Thus, it is important for mathematics teachers
to note that the dissonance created by conflicting understandings can interfere with
learner’s approach to learning mathematics. It is your responsibility as a teacher
to help mediate between the learner’s ways of knowing or knowledge and formal
school mathematics. Luneta (2013, p. 96) argues that ‘it is important to try to create
a learning environment that connects the classroom with the culture as much as
possible’. This process is not simple and clear cut, as you need to respect all your
learners’ background while at the same time you endeavour to provide effective
mathematics learning experiences possible.
[Answer that addresses the integration of different cultures in mathematics

classrooms should be considered].
[11]
Question 2
2.1. Complete the following function machines so that the inputs gives the correct
outputs.
a) 8 7 56 (2)
b) 270 − 510 − 240 (2)
c) 105
 21 5 (2)
..
d) 170 − 80 90 (3)
(9)

OPM1501
Oct/Nov
2021
2.2. Complete these number lines by filling in the missing numbers.
a) (3)
0 - 27 -54 - 81 -108 -135 -162
b) (3)
88 72 56 40 24 8
c) (3)
-108 -81 4-546 -27 0
(9)
[18]
Question 3
3.1. Mahlangu was in a long-jump competition. On his first jump he recorded a jump
of 7m. On his second jump he jumped 7.15m. On his third jump he jumped
7.30kg. On his fourth jump, he jumped 7.45m.
a) Explain the rule for this sequence? Add 0,15m per jump (2)
b) If this pattern continues in the same way, what will Mahlangu jump on his tenth
jump? 8,35m (2)
3.2. Lebo read a storybook to her 5 year old child. On the first day she read up to page
7. On the second day she read up to page 12. On the third day she read up to
page 17.
a) Explain the rule for this sequence? Multiply the day number by 5 and add 2 (2)
b) What page will she be up to on the fourth day? Page 22 (2)
c) How many pages will she have read up to on day 100? 502 pages (3)
[11]

OPM1501
Oct/Nov
2021
Question 4
4.1. Identify each of the following shapes and provide reasons for your classification:
a) Trapezoid (2)
b) Parallelogram (2)
c) Rhombus (2)
d) Square (2)
e) Isosceles Triangle (2)

(10)

OPM1501
Oct/Nov
2021
4.2. Determine the coordinates of the vertices of each figure after the given
transformation has been performed
a) rotation 180° about the origin (2)
H’ (-3; 4)
b) rotation 180° about the origin (2)
D’(2; -2)
c) rotation 90° counter-clockwise about the origin (2)
C’(2; -1)

OPM1501
Oct/Nov
2021
d) rotation 180° about the origin (2)
V'(3, 2), E'(−2, 1), G'(0, 3)
e) rotation 90° clockwise about the origin (2)
K'(−2, −2), U'(3, −3), T'(0, −5)
(10)
4.3. Write a rule to describe each of the following transformations.
a) translation: 2 units right and 1 unit down
(2)

OPM1501
Oct/Nov
2021
b) translation: 1 unit left and 1 unit up
(2)
c) translation: 1 unit right
(2)
d) translation: 1 unit right and 3 units down
(2)

OPM1501
Oct/Nov
2021
e) translation: 2 units left and 1 unit down
(2)
(10)
[30]
Question 5
5.1. The marks of 20 Grade 8 mathematics learners in a class are recorded as follows:
Learner Mark
Mbali 34
Jason 58
Lebo 73
Donald 87
Donovan 58
Mulo 75
Nonthethelelo 37
Luyanda 61
Sifiso 62
Tlangi 61
Jacob 91
Ntombi 58
Mokgadi 37
Sannah 92
Mahlatse 27
Xikombiso 37
Thabisile 47
Lindi 88
Simon 55
Lereko 37

OPM1501
Oct/Nov
2021

58+58
a) Median = 58 (2)
2
34+58+73+87+58+75+37+61+62+61+91+58+37+92+27+37+47+88+55+37
b) Mean = 56,75(4)
20
c) Who got the highest mark? Sannah (1)

d) Mode 37 (2)
e) Range 92 – 34 = 58 (2)
[11]
Question 6
6.1. Tumi created a chart to depict how many mm her indoor plant grew each week for
7 weeks. Each block equals 5 mm of growth. How tall is the plant in centimeters?
(3)
Week 1 = 10mm
Week 2 = 15mm
Week 3 = 25mm
Week 4 = 20mm
Week 5 = 25mm
Week 6 = 25mm
Week 7 = 15mm
Total = 10mm+15mm+25mm+20mm+25mm+25mm+15mm =135mm =1,35 centimeters
6.2. Mulo begins a new walking program with 600m on the first day. Each day, he will
increase his walk by 200m. How many kilometers will he walk on day 18 of his
program? (3)
4 kilometers
6.3. Nombuso Kunene, the jewellery designer, ordered 500 grams of silver, 800 grams
of brass, and 700 grams of copper. How many kilograms of metal did she order
excluding copper? (3)
500g + 800g = 1300g/1000 = 1,3 kilograms
10

OPM1501
Oct/Nov
2021
6.4. Sandra purchased the following groceries at Shoprite: 8kg of sugar, 10kg of flour,
500g of cocoa, 225g of pecans, and 275g of coconut. How much do all her groceries
weigh in kilograms? (3)
(8kg+10kg) + (500g+225g+275g) = (18kg) + (1000g) = 18kg + 1kg = 19 kilograms
[12]
Question 7
7.1. According to Kilpatrick, Swafford and Findel (2001), there are FIVE strands of
mathematical proficiency that enable learners to view the world mathematically. Describe
each strand of mathematical proficiency.
Conceptual understanding - refers to an integrated and functional grasp of
mathematical ideas.
Procedural fluency - refers to knowledge of procedures, knowledge of when and how to
use them appropriately, and skill in performing them flexibly, accurately, and efficiently.
Problem solving - refers to the ability to formulate mathematical problems, represent
them, and solve them.
Adaptive reasoning - refers to the capacity to think logically about the relationships
among concepts and situations.
Productive disposition - refers to the tendency to see sense in mathematics, to perceive
it as both useful and worthwhile, to believe that steady effort in learning mathematics pays
off, and to see oneself as an effective learner and doer of mathematics.
(5)
7.2. What does it mean to mathematize? To collect data, process information, interpret
data and solutions (2)
[7]
[TOTAL: 100]
1st Examiner: Mr HW Mbhiza
2nd Examiner: Ms C Machaba
©
UNISA 2021
11

OPM1501
Oct/Nov
2021
DECLARATION
(Your portfolio/exam script will not be marked if this is not completed
I, …………………………………………………………………
(Name & Surname)

I understand UNISA’S policy on plagiarism. This examination is my original work
electronic and print) through the proper reference techniques as stipulated in this
module.
I have not copied work of others and handed it in as my own. I have also not made
Signature:…………………………….Date:……………………….
12

OPM1501
JAN/FEB 2021
Jan/Feb 2021
OPM1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of SEVEN pages.
INSTRUCTIONS:
 Non-programmable calculators may be used, unless otherwise specified.

 This is NOT an open-book examination and study material or notes may NOT be consulted during the
examination.
 This examination question paper is the property of the University of South Africa and may not be
removed from the examination venue.
 The question paper must be handed in with the answer book.
[TURN OVER]
https://www.coursehero.com/file/101269616/4-5802984129565821142pdf/ extra per year?
OPM1501
JAN/FEB 2021
Question 1
1.1 Describe the four steps problem solving processes used to engage learners while
learning mathematics. (5)
1.2 Discuss the Lower-level demands as suggested by Stein et al (2000) for both
memorisation and procedures without connection found in the learners tasks. (5)
1.3 The "during" phase is a phase where learners are geared to work on the task and
to allow learning to take place. It is not a time to check answers, but for the class to
share ideas. Discuss the teachers' responsibilities during this phase, which will
ensure that the lesson was a success. (4)
1.4 Cognitive demands are the key aspects of the assessment and provide the diverse
achievement of learning. Describe at least four knowledge skills to be demonstrated
in the task. (4)
1.5 Describe the teacher's actions in the "after" phase of a problem-solving lesson. (4)
1.6 Into which phase of the lesson will the following actions be categorised to achieve
problem-solving goals? (3)
1.6.1 Engage the class in discussion

1.6.2 Give learners a space to explain their solutions and processes
1.6.3 List the answers of all groups on the board without comments.
[25]
Question 2
2.1 351 is an example of a number. Define a numeral and show how this number qualifies to be
called a numeral. Write down the place value of the underlined digit. (3)
2.2 Write the number in words: 567 234 890. (2)
2.3 Explain the difference between value and total value. (2)
2.4 Draw base 10 blocks (Dienes blocks) to illustrate: 178 - 73. Describe the steps to show the
reasoning behind the process. (4)
2.5 When asked to find the product of 79 × 56, Refilwe wrote:
2
[TURN OVER]
OPM1501
JAN/FEB 2021
79
x 56
3 950
_474
4 424
Explain how the learner arrived at this answer. (3)
3 3
2.6 Use the area model to determine: of 4. (3)
5
2.7 Is 2 345 801 divisible by 9? Illustrate your answer. (2)

2.8 The farm worker picked 137 542 apples during the morning. After lunch they picked
some more. By the end of the day they had 853 590 apples. How many apples did
they pick after lunch? (2)
2.9 Mr Mabasa sold 45 567 tickets for a cricket match, round this figure off to the nearest
hundreds. (1)
2.10 Demonstrate how to teach the compensation method to a Grade 6 class using
43 + 67. (3)
[25]
3
[TURN OVER]
OPM1501
JAN/FEB 2021
Question 3
3.1 Complete the table below and describe your decision. (4)
Number set Pattern or not a pattern
1; 5, 9; 13; …
4; 9; 9; 15; 14; …
3.2 Study the following patterns and extend them by drawing in the next two stages. (2)

1 2 3 4
Number of folds 0 1 2 3 4 10
Number of triangles
when folded
3.3 Use the table to display the type of numbers that are produced by the folded triangles.
(2)
3.4 Determine the missing inputs and outputs in the next figure. (5)
2 3.4.2
5
3.4.3
3.4.1 Squared -2 34
3.4.4
9
3.4.5
10
4
[TURN OVER]
OPM1501
JAN/FEB 2021
3.4 Discuss Van Hiele's levels of geometrical thought. (2)

3.5 Draw a hexahedron. (2)
3.6 Draw a net of a Triangular prism. (2)
3.7 Are the following statements true or false? If a statement is false, change it to
be true.
3.7.1 All hexagons are polygons.
3.7.2 All kites are rectangles. (4)
3.8 What is the difference between a hexagon and a hexahedron? Illustrate the
definition with a drawing. (4)
3.9 Draw a polygon with the following characteristics: (3)
two pairs of adjacent sides One pair of opposite angles One diagonal bisect angles
equal equal and the other perpendicular
each other perpendicularly
[30]
Question 4
4.1 Describe in words how figure A is transformed into figure B.
4.1.1
A B
(2)
4.1.2
A B
(2)
5
[TURN OVER]
OPM1501
JAN/FEB 2021
4.2 Match the question with the measurable attribute in the table. (4)
Non-standard units Measurable attributes
(1) Square tiles and cards a) Length
(2) Metal and cubes b) Time
(3) Cups and containers c) Mass
(4) Toothpicks and blocks d) Width
e) Area
f) Capacity
4.4 The marks of 20 mathematics learners in a class are as follow:

43; 37; 73; 87; 58; 75; 39; 61; 62; 91; 58; 37; 92; 27;37; 91; 88; 55; 37; 87
Use this data to determine the following:
4.4.1 Draw a stem and leaf of the data collected. (4)

4.4.2 Mode (3)
4.4.3 Median (2)
4.4.4 Mean (3)
[20]
TOTAL: 100
1st Examiner: Mrs C. Machaba

2nd examiner: Prof MM Phoshoko
6
[TURN OVER]
OPM1501
JAN/FEB 2021
UNISA 2021
DECLARATION
(Your portfolio/exam script will not be marked if this is not
completed
I, …………………………………………………………………
(Name & Surname)

I understand UNISA’S policy on plagiarism. This examination is
my original work produced by myself. I have duly acknowledged
all the other people’s work (both electronic and print) through the
proper reference techniques as stipulated in this module.
I have not copied 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:……………………….
7
[TURN OVER]
Question 1
1.1 The steps include understanding the maths problem, Design and make a plan of action, bring
that plan to life by following and doing it and always look back on the problem and review it
again.
1.2 The memorisation tasks involve reproducing previously learnt facts, rules, formulae or
definitions. It is simply about regurgitating facts from your memory. Students cannot solve
problems by using methods, procedures. This task requires a lot more thinking and cognitive
effort.
Procedures without connection for lower level demands are algorithmic, which allows the
student to rely on formulas and procedures to help solve the problem. It requires little thinking
to get the answer correct.
1.3 Start with a simple version of the task or explain and write the task in a simpler way.
Brainstorm the task. Allow the students to suggest solutions and different strategies where
the task is complicated.
Estimate or use mental calculations. Allow the students to give estimations separately to
help with the development of computational process.
Make sure the students understand the task. Have the students explain and repeat the
problem in their own words.
1.4 Complex and non-algorithmic thinking, understand mathematical concepts, process

or relationships, analyse the task, and the ability to access relevant knowledge.
1.5 Engage the class in a discussion

List the answers of all the groups on the board without commenting.
Give students time to explain their solutions and processes of how they get to the answer.
Allow the students to defend their answers, and then open the discussion to the class. Don’t
analyse the corrective of the answer.
1.6.1 After phase

1.6.2 After Phase
1.6.3 After Phase

Question 2
2.1 A numeral is a symbol or name that means a number. The number is a number as it is a
sequence of digits each digit has a value and each position in the sequence has a place value
( hundreds, tens, and units.
Place value: 3 tens
2.2 Five hundred and sixty seven million two hundred and thirty four thousand eight hundred and
ninety.
2.3 The total value of a digit in a numeral is the place value times(x) by the face value.
The value is simply the number that you see on the paper.
2.4 178- 73
= 105
The flats represent 100

The longs represent the 10
The ones ( cubes) represent the 1

178 = 1 flats 7 longs and 8 ones.

73 = 7 longs and 3 ones
1 flats 7 longs 8 ones – 7 longs 3 ones
= one flat and 5 ones.
The answer is less as the calculation has a minus.
2.5 The learner, placed the o( place holder first when doing the calculation.
The learner times 56 by the top number( 79)for example( 6x9) and (6x7) then by writing( 5x9) and
(5x7)
The student plus the answers together to get 4424.
2.6) x
2.7 2 345 801 is not divisible by 9 as;

2+3+4+5+8+0+1
= 23
23 is not a multiple of 9
2.8 137 542-853 590
= 853 590
- 137 542
716048
He picked 716 048 apples after lunch.
2.9 45 567
= 45 600
2.10 43+ 67
= 43+ ( 67+3)
= 43+70

= 113
=113-3
=110
3.1
Number set Pattern or not a pattern
1; 5, 9; 13; 17 Pattern
4; 9; 9; 15; 14; 13 Not a pattern
3.2
Number of 0 1 2 3 4 10
folds
Number of 0 2 4 6 8 20
folds
3.3 Even numbers are produced.
3.4.1 6
3.4.2 2
3.4.3 23
3.4.4 79
3.4.5 98
3.4 Level 0- visualisation

Level 1- description/analysis
Level 2- abstract/relational/informal deduction
Level 3-Formal deduction and proof/ deduction
Level 4- rigour

3.5
3.6
3.7.1 True
3.7.2 False, All kites are quadrilaterals.
3.8 A hexagon is a six sided polygon. All sides and angles are equal and the same.
A hexahedron is a polyhedron which has six faces. For example, a cube, all of its’ faces are
square, and it has three squares around each vertex.
3.9
Question 4
4.1.1 Figure A reflected to the right and translated one unit up.
4.1.2 Figure A rotated 180 degrees to the right .
4.2 1)E
2)C
3)F
4) A
4.4
43; 37; 73; 87; 58; 75; 39; 61; 62; 91; 58; 37; 92; 27;37; 91; 88; 55; 37; 87
4.4.1
4.4.2 43; 37; 73; 87; 58; 75; 39; 61; 62; 91; 58; 37; 92; 27;37; 91; 88; 55; 37; 87
27, 37, 37,37,37,39,43,55,58,58,61,62,73,75,87,87,88,91,91,92
Mode= 37
4.4.3 27, 37, 37,37,37,39,43,55,58,58,61,62,73,75,87,87,88,91,91,92
= 58+ 61
= 119
=
= 59,5
= 60
4.4.4 27+ 37,+37+37+37+39+43+55+58+58+61+62+73+75+87+87+88+91+91+92

=1165
=
= 58,25
= 58,3

References
(2020)Orientation to intermediate Phase

Mathematics.https://www3.unisa.ac.za/studymaterial/material/26cbe5d42d178e10f42375e0f76328
0c/5eff45d8/OPM1501/tl/501_2020_0_b.pdf Pg (27,34,35,37,44)

OPM1501
Oct/Nov 2020
Oct/Nov 2020
OPM1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Seven (7) pages.
INSTRUCTIONS:

 This is NOT an open-book examination and study material, or notes may NOT be consulted during
the examination.
 Read the questions carefully.
 Use of a non-programmable pocket calculator is allowed.
 It is in your own interest to write legibly and to present your work neatly.
To upload the examination, login to myUnisa click on "myAdmin", "Assessment Admin" and then
on "Examination submission". Choose the module you want to submit. Remember to click
"Submit" once you have finished uploading your examination answer script.
[TURN OVER]
https://www.coursehero.com/file/78754858/EXAM-OPM-2020pdf/ extra per year?
OPM1501
Oct/Nov 2020
Question 1
To develop essential mathematics skills, the learner should learn to investigate, analyse,
represent and interpret information. Reflect on this statement when answering the following
questions:
1.1 Show how you, the teacher, would incorporate an essential mathematics skill in
the teaching and learning of mathematics? (5)
1.2 To develop mathematical proficiency, learners need to learn mathematics

successfully. Discuss the FIVE strands of mathematical proficiency and name the
different aspects of learning mathematics that each covers. (10)
1.3 The "after" phase in the teaching through problem-solving approach is critical
for both learners and teachers. Learners often learn the most in this phase. It is
not a time to check answers, but for the class to share ideas. Discuss what
teachers must do (their responsibilities) during this phase to ensure that a
mathematics lesson is a success. (4)
1.4 Describe teachers’ actions in the “before” phase of a mathematics problem-solving

lesson. (3)
1.5 In which phase of the mathematics lesson is each of the following actions carried
out to achieve problem-solving goals? (3)
1.5.1 Using plan-and-carry-out strategies.

1.5.2 Allowing learners to develop problem-solving strategies to understand the problem.
1.5.3 Reflecting on the problem-solving process to ensure that learning has taken place
and to consolidate the learning that has taken place.
[25]
Question 2
2.1 531 is an example of a number. Define a numeral and show how this number
qualifies to be called a numeral. Write down the place value of the underlined digit. (3)
2.2 Write the following number in words: 234 567 890. (2)
2
OPM1501
Oct/Nov 2020
2.3 Explain the difference between place value and a value. (2)
2.4 Draw base 10 blocks (Dienes blocks) to illustrate this operation: 228 − 73.
Describe the steps to show the reasoning behind the process. (4)
2.5 When asked to find the product of 79 × 45, Refilwe wrote:
79
x 45
3 950
_395
2 765
Explain how the learner arrived at this answer. (3)
2.6 Area model, line model and set model are three models used to develop the
5 3
fraction concept. Use the area model to calculate of 5. (3)
6
1
2.7 Using the length model, illustrate how to calculate: 2 x 5. (2)
2.8 A number is divisible by 9 when you can add all the digits and their sum is a
multiple of 9. Apply this rule to prove whether 1 345 800 is divisible by 9. (2)
2.9 Mrs Tesfaya reports that carnival tickets to the value of R1 340 have been sold.
If 4 tickets cost R10, how many tickets have been sold?
2.10 Mr Mabasa has sold 34 467 tickets for a cricket match. Round this figure off to
the nearest hundreds. (1)
2.11 Demonstrate how you would teach the LCM of 2; 3; and 5 to Grade 6 learners. (3)
[25]
Question 3
3.1 Complete the table below and indicate whether each sequence is a pattern or not.
(4)
Number set Pattern or not?
2; 6, 10; 12; 18; 18; __; ___
4; 8; 12; 16; 20; ___; ___
3.2 Study the following pattern and then extend it by drawing the next two stages: (2)
3
OPM1501
Oct/Nov 2020
              
              
              
1 2 3
3.3 Use the table below that represents the pattern above to answer the following
questions:
Term 1 2 3 5 K
number
Number of 1 4 9
dots
3.3.1 Complete the table for missing terms above. (2)

3.3.2 What type of number are these? (1)
3.4 Add the missing inputs and outputs (3.4.1−3.4.5) below: (5)
2 3.4.2
4 3.4.3
3.4.1 cube -1 26
8 3.4.4
k 3.4.5
3.5 Name and explain Van Hiele levels of geometrical thought. (2)
3.6 Draw a pentagonal prism. (2)
3.7 Draw a net of a triangular pyramid. (2)
3.8 Are the following statements TRUE or FALSE? If the statement is false, change
it to a true statement.
3.8.1 All trapeziums are parallelograms.
3.8.2 All rectangles are squares. (4)
3.9 Define a polygon and illustrate the definition with a drawing. (4)
4
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Oct/Nov 2020
3.10 Draw a polygon with the following characteristics: (3)

Both pairs of opposite sides
Opposite angles equal Diagonals bisect each other
parallel
[31]
Question 4
4.1 Describe in words how figure A is transformed into figure B in questions 4.1.1 and 4.1.2
below:
4.1.1
A B
(2)
4.1.2
A B
(2)
4.2 Match one of the measurable attributes (a−f) to each question (4.2.1−4.2.4) in the table
below: (4)
Questions Measurable attributes
4.2.1 What is the size of its surface? (a) distance
4.2.2 How much space does it occupy? (b) capacity
5
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Oct/Nov 2020
4.2.3 What is the distance around it? (c) perimeter
4.2.4 How far is it? (d) volume
(e) area
(f) length
4.3 The formula that describes the relationship in temperature between Celsius (C) and
5
Fahrenheit is C = 9(F−32). The temperature of the human body should be 98,4 ℉.
What is the normal temperature of a human body in ℃? (3)
4.4 The marks of 20 mathematics learners in a class are as follows:
34; 58; 73; 87; 58; 75; 37; 61; 62; 61; 91; 58; 37; 92;27;37; 47; 88; 55; 37
Use the data above to determine the following:

4.4.1 median (2)
4.4.2 mode (2)
4.4.3 mean (4)
[19]
[TOTAL: 100]
1st Examiner: Ms C Machaba
2nd Examiner: Prof MM Phoshoko
©
UNISA 2020
6
OPM1501
Oct/Nov 2020
DECLARATION
(Your portfolio/exam script will not be marked if this is not
completed
I, …………………………………………………………………
(Name & Surname)

I understand UNISA’S policy on plagiarism. This examination is
my original work produced by myself. I have duly acknowledged
all the other people’s work (both electronic and print) through the
proper reference techniques as stipulated in this module.
I have not copied 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:……………………….
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Oct/Nov 2020
OPM1501
TOTAL MARKS: 100/100
MEMORANDUM
This document consists of Seven (9) pages.
INSTRUCTIONS:

 This is NOT an open-book examination and study material, or notes may NOT be consulted during the
examination.
 Read the questions carefully.
 Use of a non-programmable pocket calculator is allowed.
 It is in your own interest to write legibly and to present your work neatly.
To upload the examination, login to myUnisa click on "myAdmin", "Assessment Admin" and then on
"Examination submission". Choose the module you want to submit. Remember to click "Submit" once you
have finished uploading your examination answer script.
Total: 100/100

Question 1
1.1. Effective teachers know and understand the content and practices of the mathematics Standards
framework that students need to know. Such teachers have deep understanding of concepts and
utilize multiple ways to represent and explain them. They are also fluent with the procedures and
practices their students will need in order to succeed in mathematics. The Common Core focus on
career and college readiness requires that students be able to apply mathematics to complex
problems in multiple contexts, both real and mathematical. As a consequence, this is also true for
their teachers.
Knowing a student as a mathematics learner is complex. An effective mathematics teacher quickly

builds a picture of their students by progressively providing opportunities to demonstrate what
he/she is learning. This way, teachers update and deepen their understanding of individual
students. The effective teacher continuously uses this growing knowledge of students as learners
to inform their instruction so they can better meet students’ needs.
Assessment in mathematics is primarily formative. It involves collecting information from a range of

sources, in a variety of ways. This includes information on students’ strategies, understandings,
attitudes, and prior knowledge and skills. Assessing a student involves making informed judgments
about what the student knows. Hence, effective teachers not only monitor the performance of a
student, but also their ability to show their understanding of the content that has been taught.
1.2. Conceptual Understanding - the comprehension of mathematical concepts, operations, and

relations. Students with conceptual understanding know more than isolated facts and methods.
They organize their knowledge into a coherent whole, enabling them to learn new ideas by
connecting them to what they already know. Because facts and methods learned with
understanding are connected, they are easier to remember and use, and can be reconstructed
when forgotten. If students understand a method, they are more likely to remember it correctly.
Procedural Fluency - skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately. Refers to knowledge of procedures, of when and how to use them, and skill in
performing them. Without sufficient procedural fluency, students have trouble deepening their
understanding of mathematical ideas or solving mathematics problems.
Strategic Competence - the ability to formulate, represents, and solves mathematical problems.
Refers to the ability to formulate mathematical problems, represent, and solve them. A student with
strategic competence can not only come up with several approaches to a non-routine problem, but
also choose flexibly among different methods to suit the demands of the problem and the situation
in which it is posed.
Adaptive Reasoning – the capacity for logical thought, reflection, explanation, and justification.
Refers to the capacity to think logically about the relationships among concepts and situations.

Productive Disposition – the habitual inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s own efficacy. Refers to the tendency to see
sense in mathematics, perceive it as both useful and worthwhile, believe that steady effort in
learning mathematics pays off, and see oneself as an effective learner and doer of mathematics
1.3. (a) Allow learners to defend their answers, and then open the discussion to the class. Resist
the temptation to judge the correctness of an answer.
(b) Give learners space to explain their solutions and processes.
(c) List the answers of all groups on the board without comment.
(d) Engage the class in discussion.
(e) Make sure that all learners participate, that all listen, and that all understand what is being
said.
(f) Encourage learners to ask questions, and use praise cautiously.
1.4. What the teacher need to do in the before phase of a lesson will vary with the task. The actual
presentation of the task or problem may occur at the beginning or at the end of your ‘before
actions’. However, the teacher will have to first engage learners in some form of activity directly
related to the problem in order to get them mentally prepared and to make clear all expectations in
solving the problem.
The following strategies may be used in the before-phase of the lesson:
 Begin with a simple version of the task – reduce the task to simpler terms.
 Brainstorm: where the task is not straight forward, have the learners suggest solutions and
strategies – producing a variety of solutions.
 Estimate or use mental computation – for the development of computational procedure, have the
learners do the computation mentally or estimate the answer independently.
 Be sure the task is understood – this action is not optional. You must always be sure that learners
understand the problem before setting them to work. Remember that their perspective is different
from yours. Have them restate the problem in their own words – this will force them to think about
the problem.
1.5. 1.5.1. The after phase

1.5.2. The before phase
1.5.3. The during phase

Question 2
2.1. The face value of a digit in a numeral is simply the number that you see.
Hundreds Tens Units

5 3 1
The numeral 531 has the value of 5 hundreds plus 3 tens plus 1 ones.
Therefore the place value of 3 is Tens
2.2. 234 567 890 in words is: Two hundred and thirty-four million, five hundred and sixty-seven
thousand and eight hundred and ninety.
2.3. Place value is defined as the digit multiplied wherever it is placed, either by hundreds or
thousands.
Face value is simply defined as the digit itself within a number. Place value of a digit should be
multiplied by the digit value of the position where it is located.
2.4.
228-73 = 155
100

 I made a set up of base 10 blocks to make 200

 I made two tens to make 2 blocks of 20 and 8 ones
 Then I regroup so that I can be able to subtract.
2.5. The result of multiplying 79 with 45 is called the product. Thus, the product of 79 and 45 is as
follows: 3555
In other words, we find the product of 79 and 45 by simply calculating 79 times 45 which equals
3555. If someone asks you.
2.6. Area Model: 5/6 of 3/5
2.7.
2.8. 1+ 3+4+5+8+0+0 = 21
Therefore, 1345800 it is not divisible by 9
2.9. About 33 tickets which have been sold.
2.10. 34400
2.11. The basic rule is to list the multiples of the larger number and stop when you get to a multiple of the
smaller number. For example:
What is the lowest common multiple of 3 and 8?
Multiples of 3 are 3, 6, 9, 12, 15, 18, 21, 24...

Multiples of 8 are 8, 16, 24, 32, 40...
So the lowest common multiple of 3 and 8 is 24. A more difficult challenge may be to ask for the
lowest common multiple of a group of three or four numbers.
For example:
What is the lowest common multiple of 6, 15 and 20?

Start writing out the multiples like this:

 Multiples of 6 are 6, 12, 18, 24, 30, 36
 Multiples of 15 are 15, 30, 45, 60
 Multiples of 20 are 20, 40, 60, 80
Both 6 and 15 have multiples of 30, however 20 cannot have a multiple of 30. Both 15 and 20 have a
multiple of 60. I know that 6 also has a multiple of 60, because 6 x 10 = 60.
Because 60 is the only multiple all three numbers have in common, 60 is the lowest common multiple
of the three numbers.
Question 3
3.1.
Number Set Patern or not

2, 6, 10, 12, 18, 18, 22, 26 Not a patern
4, 8, 12, 16, 20, 24, 28 It is a patern
3.2.
1 2 3 4
3.3. 1.
Term number 1 2 3 5 K
Number of dots 1 4 9 25 K
3.3.2. Natural numbers
3.4.1. 6
3.4.2. 3
3.4.3. 15
3.4.4. 35
3.4.5. 63

3.5. The van Hiele theory describes how young people learn geometry. It postulates five levels of
geometric thinking which are labeled visualization, analysis, abstraction, formal deduction and
rigor. Each level uses its own language and symbols. Students or pupils pass through
the levels “step by step”.
3.6. Pendagonal prism
3.7. Triangular pyramid
3.8.1. False
3.8.2. False
3.9. A polygon is any 2-dimensional shape formed with straight lines. Triangles, quadrilaterals,
pentagons, and hexagons are all examples of polygons. The name tells you how many sides the
shape has. For example, a triangle has three sides, and a quadrilateral has four sides

3.10. A Polygon with both pair of opposite side parallel
A polygon with opposite angles equal
A polygon with diagonals bisect each other

Question 4
4.1.1. Object B is the image of object A. Object A has been reflected along the y-axis
4.1.2. The object has been rotated 90 degrees clockwise along the y-axis
4.2.1. e
4.2.2. d
4.2.3. f
4.2.4. a
4.3. C= 5/9( F -32)
= 5/9 (98.4 -32)

= 7,4 degrees
4.4. 1. Median = 58 + 58/2

= 87
4.4.2. Mode = 37
4.4.3. Mean = 1175/20

= 58.75
= 59

OPM1501/201/2019
Assignment 02
ASSIGNMENT 02
CONTRIBUTES 35% TO YEAR MARK
Unique number: 656186
Due date: 24 May 2019
The questions are based on UNITS 2, 3 and 4 of your tutorial letter 501.
This assignment consists of parts A and B. Part A covers the content and in part B you need to
draw up a lesson plan (NB: refer to lesson plan assessment rubric at the end of this assignment).
PART A
1 Name the three strategies used to count set of objects and explain each. (3)
- tens or groups or unifix or bundles of sticks or bottle tops: this are counting in stacks of ten
and useful for counting under 100.
- ones: counted in units as single numbers. Learners will count the objects in ones until there is
nothing left to count. This strategy assists learners to numerate and to say it correctly. For
example, they will make sense to a stack of ten being built by ten ones. This strategy helps
learners to move from counting numbers from heart with counting with understanding.
- Base ten (Dienes blocks): It is used to assist learners on the structure of the mathematics and
how mathematics should be taught. This strategy is where learner employ the knowing of
stacking ones in groups of ten and then adding together with the counting of ones. This
strategy should assist earners to understand the writing of big numbers with the knowledge of
bringing in the place value, total value and face value of the number. It also provides learners
with the understanding of the worth and value of the number without confusing them and
memorising them.
2 How can learners learn to write two- digit numbers in a way that it is connected to the base 10
meaning of ones and tens? (2)
Think of the number written on two cards. 50 6 Fitted behind one behind the
other to look like 56 . The other strategy might be to use number cards with place
values tens and unit placed one on top of the other, please refer to the illustration on page: 3
of your Tut501.

OPM1501/201/2019
e.g. 56
Number Place value chart Representation
56 Tens Units
5 6
3 Show a way in which a hundred chart can aid the teaching of subtraction of two-digit numbers. (2)
Any chosen number: e.g. 87 – 45
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 373 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
- You can follow the red arrows as the first option or: In the arrows, the units reduce by 1 along the
rows moving to the left, and columns reduce up by 10s (tens), explain in terms of the tens chosen
in your example. You can make use of the colours as well.
4 Draw Dienes block to show how to find the solution to: (4)
a) 58 + 37 Take 4 here to 6 to make 10

Take two ones here and add them to
eight ones/ turn ten ones into one
+ = long

OPM1501/201/2019
= =
b) 83 – 28
- =
The 8th ten converted to 10 ones
5 Test the following numbers for divisibility by 6, 9, and 11. (Do not divide or factorise)
Refer to page 53 of Tutorial letter 501
a) 10 354 872 is divisible by 11 :1+3+4+7 = 15
0+5+8+2 = 15
10 354 872 is divisible by 11 because the difference between 15 and 15 is zero.
10 354 872 is divisible by 6: is divisible by 2 because it is an even number and it is

divisible by three because 1+0+ 3+5+4+8+7+2 = 30 = 3+0 3. Therefore 10 354 872
is divisible by 6.
10 354 872 is divisible by 9: 1+0+ 3+5+4+8+7+2 = 30. 30 is not a multiple of 9 therefor

1+0+ 3+5+4+8+7+2 is not divisible by 9
b) 19 752 606 is divisible by 6 and 9 but not divisible by 11 the same application in a
above should be applied. (4)
6 The Sieve of Eratosthenes is a well-known way to find prime numbers.

6.1 Use the method given in the chart below to find all the prime numbers between 1 and
100. List all the prime numbers. (5)
Most of you listed the prime numbers and this is not the purpose for this question. Its aim is to assist you
teach learners how to find prime numbers using the theorist who created this type of numbers.

OPM1501/201/2019
Sieve of Eratosthenes
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 METHOD
21 22 23 24 25 26 27 28 29 30 Cross out 1 (1 is not prime)

Cross out all the multiples of 2, 3, 5, 7,
31 32 33 34 35 36 37 38 39 40
except these numbers themselves.
41 42 43 44 45 46 47 48 49 50
The numbers that are not crossed out will
51 52 53 54 55 56 57 58 59 60 be prime.
61 62 63 64 65 66 67 68 69 70 Circle all the prime numbers
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
NB! The question expected you to follow the instruction as in the Method box and not to list the
prime numbers as below.
Prime number are: 2;3;5;7;11;13;17;19;23;29;31;37;41;43;47;53;59;61;67;71;73;79;83;89;97
6.2 Use the factor tree to determine the prime factors of 135 (Page 55 Tut 501) (3)
135
3 45
3 15
3 5
Prime factors are 3 & 5.

NB!! 3x3x3x5 are prime products for 135 not Prime factors. Prime factors are numbers which are
prime number sand which divide into the number in question (1350 without leaving a remainder.

OPM1501/201/2019
7 Use the vertical and horizontal algorithms to find the sum or difference of: (Explain the "borrow
and carry" concepts)
a) 673 +736
vertical Horizontal
673 600 + 70 + 3 + 700 + 30 + 6

+736 = 600 + 700 + 70 + 30 + 3 + 6
1409 = 1 300 + 100 + 9
= 1 409
b) 539  465 (2)
Vertical Horizontal
539 500 + 30 + 9 – (400 + 60 + 5)

- 465 = 500 - 400 + 30 - 60 + 9 - 5
74 = 100 + 30 - 60 + 4
= 130 - 60 +4
= 70 +4
= 74
8 How are standard algorithms different from student-invented strategies? Explain the benefits of invented strategies
over standard algorithms (give at least two valid points). (4)
Page 37 of Tut 501

Standard algorithms
o are strategies used by teachers to enable learners to come up with the faster way to solve problems.
o Learners are expected to explain how they got the answer
o Learners should try to embed the computational tasks within a simple context
o Learners are forced to use a particular strategy expected by the teacher
NB. Student invented strategies: Please read page 37 of your study guide and ensure that you separate the
explanation to the benefits as stated in your Tut 501.
- As they appear on page 37 but you need to explain this concepts using your own words. The
explanation for this part should have all four points mentioned in your Tut letter 501.
6

OPM1501/201/2019
9 Draw pictures showing how 39 × 6 could be modelled: with base – ten blocks, or with areas
on base 10 grids. (Use at least two of the methods) (3)
You are expected to use all counting ways illustrated on page 33
10 Use the method of compensation to show how you can make the subtraction of 563 − 79
easier. (2)
468 – 39 OR 468 -39
= 468 + 1 – 39 = (468 + 2) - 39
= 469 – 39 = 470 - 39
= 430 - 1 = 431 - 2
= 429 = 429
NB!! You may use any compensation method for as long as there will be an indication of balance
in reference to how much did you add as well as subtracting to get to the correct answer.
11 A learner in your class says that the value of the underlined digit in 12 678 is 2. How will you
help the learner to overcome this misconception? (2)
- Facts about face value of 2 which is 2, total value which 2 000 and place which is thousands
should be highlighted when answering this question. Please refer to Tut 501 page 31 - 33
12 What does partitioning mean? Explain and illustrate (3)
Partitioning means a whole divided into parts. The part can be either equal or non-equal.
In the example below, a whole is divided into six equal parts.
In the diagram below the whole is divided into six unequal parts.
13 In the context of choosing a “whole”, explain when a “third” is not always equal to a “third”.
Give an example: (2)
A quarter is the word but in terms of illustrations it can mean different sizes. In both drawings, the
shaded parts represented are thirds, but they are not equal. A third of the rectangle is not a third of
a trapezium. You can then use any example in relation to this context.
7

OPM1501/201/2019
14 Use the correct language to explain the difference between the expressions:
“It is the fifth of December”. This represent a particular day of the month December.
“You are the fifth in the row”. This means you are queuing and you are number five in that que.
“I want a fifth of the pizza”. This means there is a whole pie, but this person only needs a piece
of the equal five pieces.
What types of numbers are we dealing with in the above expressions?
Ordinal, fractions, Rational numbers. (4)
15 The exercise is based on your understanding of the fraction concept.
Use a ruler and sharp pencil to make

No “free-hand sketches” accurate drawings
will be accepted
15.1 If the rectangle is one whole (4)

Show one sixth
Show three eighths
Show seven quarters
15.2 If fifteen counters are a whole set, how many are there in three-fifths of the
set? Answer: ____
Redraw and illustrate
by grouping and
(2)
colouring
- you have to group the counters into three.

- Count how many groups of three you get? The answer will be 5
15.3 If 12 counters are three fourths of a set how many counters are in full set? Answer: ____ (2)
This means whatever is even equals to three quarters. There are 12 counters divided by three
means there are four counters in each quarter. This then means for the whole to be complete,

OPM1501/201/2019
the last quarter which is empty should be field with four counters as well. The total number of
counters in the full set will be 16.
Redraw, group and

colour
15.4 A common error that learners make is to write for the fraction of the whole represented
here:
Why do you think they do this? What activity or strategy would you use to try to address this
misconception? (3)
The learners do not have the knowledge of the unit fraction understanding. Refer to page 60
of your Tut 501 to provide more information.
Copy and illustrate

15.5 If this triangle is one third of the
whole, what would the whole
look like? (2)
15.6 If this figure is two-sixths of the whole, draw a Copy the shape and
illustrate
shape that could be the half. (2)
3 6
16 Use the following models to show the equivalence of the fractions and
7 14
16.1 set model. There are three groups of blue counters in both illustrations.
This box represents 6/14 (Blue colour) This box represents 3/7
16.2 area model. The whole part is shaded representing the parts of the whole. E.g.

OPM1501/201/2019
16.3 number line (6)

6 fourteenths
3 sevenths
2 2
17 Compare the fractions and by making use of the number line. (You should be able to arrange
5 7
the fractions from small to big). Make sure that you choose the whole correctly and make accurate
drawings. (4)
2/5 is bigger than 2/7
2 𝟑
18 Use a standard algorithm to calculate: 4 + − (3)
3 𝟒
𝟒 𝟏𝟐 𝟐 𝟒 𝟑 𝟑
x + x - x
𝟏 𝟏𝟐 𝟑 𝟒 𝟒 𝟑
𝟒𝟖 𝟖 𝟗
= - -
𝟏𝟐 𝟏𝟐 𝟏𝟐
𝟑𝟕
=
𝟏𝟐
𝟏
=𝟑
𝟏𝟐
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19 The following question was given to Grade 4 learners:

2
Which point on the number line shows ?
3
A B C D
0 1 2 3
Nine percent of the learners chose A as the answer, 14% chose B, 43% chose C and 34% chose D.
19.1 What is the correct answer? Draw a circle around the correct letter. (1)
19.2 Give an explanantion about the misconceptions learners had when they chose the incorrect
answers?
- Learners do not have the understanding of the whole in a fraction and how to represent it. (3)
Any explanation talking to the fraction unit understanding for all three misconceptions were considered.
The correct answer is A because the unit is represeted by 1 on the number line and two thirds is less than
a one.
2 3
20 Use the grid alongside to illustrate: of . Show the
5 4
process clearly by making use of different types of
shading. (4)
The double shaded parts represents the product which

is
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PART B
Lesson Plan
Use the guidelines and the lesson plan template below to draw up a lesson on any mathematics content in Unit
3 or 4 of tutorial letter 501 (study guide).
(20)
Guidelines for planning a lesson
Van de Walle, Karp and Bay-Williams (2016) provide processes that assist in the designing of lesson plans that promote
mathematical practices which emphasise enquiry and problem solving where learners are challenged to think,
communicate and justify their ideas. The lesson plans they advocate for takes the three-phase format, namely, before,
during and after. The three phases are briefly discussed below.
Date
Grade The grade that it is intended for.
Duration A lesson is usually about 30 minutes, but you can make it longer (maximum 60 minutes)
Topic/Concept/Theme
Content knowledge The content area, general content focus and specific content focus should be noted and
clearly stated in the lesson plan. It must show exactly what you intend to achieve at
the end of the lesson. Ask yourself: What do I want the learners to learn in this
lesson?
Baseline knowledge State the pre – knowledge that you expect your learners should have. This will
depend on what has been covered on the topic previously. (If you introduce the
lesson for the first time, then make sure that you know what has been done in
previous grades) You must consult the CAPS document to make sure that you
know what the sequence for introducing topics is. Ask yourself: How will I link it
to the previous lesson/ grade. Are you going to start with a basic question, a
spot test or a short activity?
Introduction State exactly how you are going to handle the lesson from the time the learners come into your
class. You can use different techniques for this. A mind map works well if you want
to give them the “picture” of what they have to achieve at the end of the lesson.
Ask yourself: What is the best way to let my learners know what we are going
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to do in the lesson. Try to make it exciting so that you have the attention of your
learners
Class arrangement Are you going to let your learners do the activities in individually, in pairs or in small
groups? Are you going to use workstations or jigsaw groups?
Activities Remember that learners learn maths concepts best through being actively involved with
material. Carefully plan the activities that the learners will engage in. All activities
have to be explained in detail. Do not just say: “I will ask questions”. You must
actually phrase the questions that you will ask. Explain how you will involve the
learners in the lesson. Give attention to the level of the activities. You can start
with basic activities that address the knowledge and understanding levels of
thinking, but it is essential to get to more advanced cognitive levels, like
application, analysis, synthesis and evaluation. (See the attached document below
that describes the different levels of thinking.)
Assessment While your learners are working individually or in their groups, how do you assess
their knowledge, behaviour and skills? State what type of assessment you will use.
Are you going to let your learners self-assess their performance in the form of
journal writing? Are you going to diagnose those learners who cannot cope with
the activity and provide them with alternatives to develop the concepts that they
might be lacking?
Inclusion: Have you made provision for learners who are sick, tired, hungry, mentally or physically
challenged? What about the more advanced learners? Do your activities cater for
their needs?
Feedback This part of the lesson is the most important. Learners should provide feedback after they have
done the activities and you should wrap up the lesson with constructive feedback.
Reinforcement and corrective feedback should be provided to learners. The
teacher who is most effective at enhancing learning will provide much feedback
that is appropriate to learners’ current understanding and plenty of reinforcement
to motivate learners to achieve their goals. This teacher will set appropriate,
challenging and specific learning goals for the learners and will constantly seek
ways to improve teaching practices through reflection and in-service education.
This teacher will effectively manage the classroom in order to maximize the
quantity of teaching, do lots of direct teaching, adopt a teaching style oriented to
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learning that includes questioning and provides feedback on homework set
according to learning goals.
OR USE THE BELOW ONE.
NB: JUST MAKE SURE THAT YOU MAKE REFERENCE TO THE CONTENT AREA AS WELL AS THE
GENERAL AND SPECIFIC CONTENT FOCUS: THEY SHOULD BE EXTRACTED FROM THE CAPS
DOCUMENT AS THEY ARE.
Lesson plan template
Grade
Duration
Subject
Content area
General content focus
Specific content focus
Before: During: After:
-Lesson Outcomes -Introduction -Feedback from learners
-Resources -Class arrangement -Teacher feedback
Integration -Baseline question/activity - Reflection
-Example Activity
-Formative assessment
-Teacher role(s)
-Learner role(s)
-Differentiated teaching
Reflection? Feedback:
This part of the lesson is the most important. Learners should provide feedback after they have done
the activities and you should wrap up the lesson with constructive feedback. Reinforcement and
corrective feedback should be provided to learners. Please be specific on exactly what will happen
in class.
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MEMORANDUM
ASSIGNMENT 3
MODULE CODE: OPM1501
PART A
1 Redraw the flow diagram and complete to get outputs from the inputs on the left.
(4)
2 Use the table of values of the flow diagram in question1 to complete the table below
Input Values 0 1 2 k
Output Values 4 1 2 3𝑘 4
(2)
3(a) Determine the next term in the sequence (1)
0; 3;8; 15; 24….
The next term in the sequence is 24
3 (b) What is the eleventh term of this sequence? Show all your working (2)
0; 3; 8; 15; 24; 35; 48, 63, 80; 99; 120
3 5 7 9 11 13 15 17 19 21
With the 2nd difference of 2
The eleventh term in the sequence is 120
4 1; 2; 3; 4; 5; … tn n 1 or any pattern with tn n c (4)
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1; 9; 17; 25; … tn 8n 7 or any pattern with tn 8n c
1; 7; 13; 19; … tn 6n 5 or any pattern with tn 6n c
1; 8; 15; 22; 29… tn 7n 6 Or any pattern with tn 7n c
5 Yes, it is correct. (2)

The sums of two numbers one on the left and the other on the right is twice
the middle number also, the sums of two numbers one on top and the other at
the bottom is twice the middle number.
6 Yes 14 30 44 and 28 16 44 (3)
7 Yes, I agree. The some on each pattern is 52. (3)
8 Level 0 Visualisation: a learner can be able to point out a name of the geometric
shape basing on how the shape looks.
Level 1 Description: a learner can be able to recognise the shape and their
properties.
Level 2 Rational, Abstract &deduction: learners may note that the same
properties of geometric figures are common to other figures.
In preparation learners’ activities, a teacher may gradually move from one level
to the next level. At Level 0 the teacher use dialogue and discussion to hear how
learners identify geometric shapes. (6)
An example is very important for each level.
9.1 Isosceles, right angle triangle. Without an indication for equal signs does not (1)
make the triangle to be isosceles.
9.2 Scalene, acute angle triangle. In the scalene triangle, no any side is equal and (1)
that should be indicated by different three markings on each side.
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10.1 A square is a Rectangle with adjacent sides equal (2)
10.2 An Isosceles Trapezoid is trapezium in which the non-parallel sides are equal. (2)
11
3D objects Mathematical name Polyhedron Non-polyhedron
a. Oval Yes
b. - - -
c. Sphere Yes
d. Octahedron Yes
E Cone Yes
F Pentagonal prism Yes (8)
12.1 A Cube is an example Regular hexahedron (2)

Below is a neat diagram of a Regular hexahedron
12.2 A pentagonal pyramid is a hexagonal which is a pyramid. (2)

Below is a neat diagram of a hexagonal which is a pyramid.
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13.1 A net of a triangular prism
(2)
13.2 A net of octagonal pyramid (2)
14(a) The front view (1)
14(b) The top view (1)

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14(c) The side view (2)
15 The 3D object built from cubes (3)
16 Translate PQR four units to the right (2)
17 Translate trapezium PQRS three units to the left and five units up (2)
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18 Reflect PQR over the line PQ (2)
19 Reflect figure PQRS over the line SR (2)
20 Reflect PQR over the line XY (2)
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21 Reflect figure PQRS over the line XY (2)
22 Rotate figure PQRS 90o about point R (2)
(2)
23.1 A. Mevis positioned the first triangle and therafter translated other 5 triangles on the
horizontal line with the vertix close to one another (there are more than one way to
describe the movement)
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B. Mevis positioned the first triangle and therafter rotated the next three triangles 90o
clockwise from the previous triangle position, she used the small acute angle as as her
rotation reference.(Reflection may be used)
C. Mevis positioned the first triangle and therafter rotated the next three triangles 90o
anti-clockwise from the previous triangle position, she used the angle ≥ 90o as as her (3)
rotation reference.(Reflection may be used).
2.3.2 There are many ways of drawing the patterns (the marker must use good judgement) (3)
2.3.3 The answers will differ (the marker must use good judgement) (3)
Section B
5.7 1 mark each 5

5 8 15 20 100
45 130 425 770 19900
5.8
1.
1 3 5 7 9
0 8 24 48
2. a. - rule is cube or cube or exponent 3 with n x n x n - any explanation correct to the rule
- cube numbers
3. 1:7:49 and 1:49
7.10 1. Demonstration of transformation and explanation of the transformation

2. Development of an activity with
- grade 5
- Skills to be assessed Recognition and Designing.
- Transformation being the content assessed.
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ASSIGNMENT 04
Unique number: 755321
MEMO
1. The use of non-standard units allows you to focus directly on the attribute being measured.
i. Another benefit is that of non-standard units is that people who are familiar with that unit may
be better able to understand it. If I said someone was as tall as my shoulder, then anyone who
knew me would know what I meant - and would be able to visualise the other person's height.
ii. Non-Standard Measurement is a way of introducing Pre School, Kindergarten, Reception or
First Grade kids to measurement using a non-standard unit. It involves finding out how big,
heavy, long, etc… something is and how two or more objects compare (DIRECT COMPARISON) to each
other.
iii. Non-Standard measuring is the foundation of real measurement, without it kids don’t understand
the importance of the more complex concepts.
2.
- Estimation refers to a mental picture that a person uses to make a measurement and the visual information
- used to measure an object or perhaps make a comparison without using any measuring instrument.
Practical skills are used on a daily basis for estimation. For example: Do you have enough sugar to make
some cookies?
- Will your car fit into the parking space? This helps learners to focus on the attribute being measured and think
about the unit that can be used.
- Think about how you would estimate the area of a coffee table using playing cards as the unit. To respond to
this question, you have to think what area is and how the units can be placed on the coffee table. For learners
to understand measurement concepts, they should start by making an estimate. This is true for both non-
standard and standard units.
3.
 Focus and Review
Begin the lesson by asking the students if anyone has a fenced yard and ask them to think about how you might
figure out how much fencing was required.
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Objectives
Let the student know what they will be doing and learning today. Say something like this:
 Today we are going to be learning about the concept of perimeter and how to calculate perimeter.
Teacher Input
 Have the class measure the perimeter (the length of the outline of a shape) of their desktop using their
hands as the unit of measure.
 Discuss the different answers the students calculated.
 Discuss why the answers differed.
 Introduce the term perimeter.
Case study of Square and rectangle

A A
B B B B
A A
Rectangle Square
Perimeter of rectangle = the length of the outline of the rectangle

= A+B+A+B
=2A+2B
Perimeter of square= the length of the outline of the square
= A+B+A+B
In the case of a square, all the sides have equal length, therefore; A=B
=2A+2A
=4A
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- The main point here is for you to understand the meaning of the perimeter of
a prism before you can be introduced to the generalised procedure for actually
finding the perimeter of a prism. You have to demonstrate that the perimeter of a
prism is a measure of the length of each side and adding the sides of those lengths.
For example, you can use straws to measure the sides of the rectangle above to
determine its perimeter. Perimeter is which is the space bounded within closed prism(s) or
shape(s). Use the counting square method to determine the perimeter of the diagram in the grid
𝑙 2 𝑐𝑚 a drawing to be provided with the narratives.
- The space that is bounded in the region above is called the area of a rectangle. Your
learners should know that the surface of an object should be covered without gaps in
between or overlays. To demonstrate an understanding of area concept, you must use
concrete materials such as square tiles or grid paper. With your guidance, learners
should learn how to construct different shapes on grid paper, and those grids will provide
a way to measure the area using counting squares to determine the area. Start with
rectangle prisms for learners to be able to count the squares in order to determine the
area. Use the counting square method to determine the perimeter of the diagram in the
grid. A drawing to be provided with the narratives.
4.
The attribute of volume is how much space does it occupy?
1. Holding up a cylinder with liquid in it, the teacher will remind students they have been taught about liquid
volume, how much liquid is inside a container.
2. Teacher: "Today you will learn about finding the volume of solid figures, such as a rectangular prism." Hold
one up that is made of unit cubes. If available, cube blocks, such as the ones that toddlers play with, packaged
in the box in which they were purchased (no gaps), or any reasonable facsimile would show a real-life
connection.
3. Teacher: "Notice that my rectangular prism has no gaps (empty spaces between units) or overlaps. The
number of cubic blocks inside this package (or that make up the rectangular prism, if that is your display) is
called the volume."
4. Teacher: "All cubes have square faces that are the same size. Each edge of every cube you see in this
rectangular prism is the same length, which we will call one unit. The unit for these cubes is one
____________, but cubes in a set of unit cubes that make a solid figure could be any length, one centimetre,
one foot, one inch, as long as each one in the set have the exact same length."
5. Teacher: Show a rectangular prism made of two-unit cubes. “What do I need to notice about these cubes, and
how might I figure out the volume for this rectangular prism?" The cubes must be the same size and make a
solid figure with no gaps or overlaps. There are two-unit cubes, so the volume is 2-unit cubes.
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5. 𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑎 𝐶𝑢𝑏𝑒 6𝑙

𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝐴𝑟𝑒𝑎
𝑙
6
𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝐴𝑟𝑒𝑎
𝑙
6
24
𝑙 √4
6
𝑙 2 𝑐𝑚
Students get at least 4 marks if they get 2 cm. Deduct one mark if the student fails to put the unit of length.
6.
A trapezium is a quadrilateral that has only one pair of parallel sides.

Consider the area of the following the following trapezium
To calculate the area of a trapezium, divide it into a rectangle and two triangles as shown below.
26

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Now, piece together the triangular ends so that the trapezium is divided into two triangles and a rectangle. The base
of the triangle is the difference between the lengths of two parallel sides. √
That is, a – b.
Please note that there are many ways to have gotten this answer or to have approached this activity.
7.
1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑡𝑟𝑎𝑝𝑒𝑧𝑖𝑢𝑚 𝑎 𝑏 ∗ℎ
2
a = 10
b=6
h=7
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑡𝑟𝑎𝑝𝑒𝑧𝑖𝑢𝑚 10 6 7√
27

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1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑡𝑟𝑎𝑝𝑒𝑧𝑖𝑢𝑚 16 7
2
A
𝑎𝑟𝑒𝑎 𝑜𝑓 𝑎 𝑡𝑟𝑎𝑝𝑒𝑧𝑖𝑢𝑚 56 𝑐𝑚
8.
This question is testing for an idea of the (Least common multiple). So we find the LCM of 3 000 km , 10 000 km and
15 000 km
3000 = 2 x 2 x 2 x 3 x 5 x 5 x 5
10 000 = 2 x 2 x 2 x 2 x 5 x 5 x 5 x 5
15 000 = 2 x 2 x 2 x 3 x 5 x 5 x 5 x 5
Then multiply each factor the greatest number of times it occurs in either number. If the same factor occurs more than
once in both numbers, you multiply the factor the greatest number of times it occurs.
Hence, LCM = 24 x 54 x 3 = 30 000 km
Student gets at least 4 marks if he gets 30 000 km. Deduct one mark if the student fails to put the km.
9.
We develop a simple equation to solve this problem
50 2.1 𝑥
2.2
50 1
105 𝑥
2.2
51
105 𝑥 112.2
112.2 105 7.2 𝑘𝑔
Students get at least 4 marks if he gets 7.2 kg. Deduct one mark if the student fails to put the kg.
10.
As seen below, I have used colours to separate the fruits to ensure that I make NO mistakes when counting.
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apple, pear, apple, mango, pineapple, orange, apple, melon, pear, apple, pineapple, mango, mango, banana, melon,
apple, pear, pineapple, melon, apple, pineapple, pear, pear, apple, orange, mango, banana, pineapple, mango, mango,
melon, apple, mango, pineapple, banana, pear, pineapple, melon, apple, pineapple
Grade 7 learners Favourite Fruits
Favourite fruit Tally Frequency (f)/number of students
Apple |||| |||| 9
Banana ||| 3
Mango |||| || 7
Melon |||| 5
Orange || 2
Pear |||| | 6
Pineapple |||| ||| 8
Total = 40
Student must put the Total = 40 to get the maximum 16 marks.
11.
FARM ANIMALS
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Number of Animals
Goats sheep horses cows

Animal at the farm
Note: since 18 cows is not a factor of 5 (1 creature represents 5 creatures), as a result, the smaller cow
represents 3 creatures. Any other correct representation should get full marks. Some students might cut it
into any fraction (third) which should be credited.
12.1
Goat
12.2
No. There are more goats than sheep
12.3
18 - 5 = 13 horses
12.4
The number of sheep is LESS 13 than the number of goats so they are not more than goats.
12.5
Total number of animals is
20 + 18 + 10 + 5 = 53 animals (full marks for answer only).
13.
i (Table)
Subject Number of Learners
History 30
Geography 40
Maths 50
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ii (Bar chart)
60
50
Number of Learners 40
30
20
10
0
History Geography Maths
Subjects
Iii (Pie chart)
25%
42%
33%
History Geography Maths
14
14.1
1. 181 ;178; 176; 173; 171; 170; 169; 165; 162; 159; 151; 150; 145; 140; 109
The student can only score 2 marks or ZERO. Must get the ranking correctly and MUST not repeat 170 even
31

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though it occurs twice.
14.2
16 learners
14.3
170 cm
14.4
165 + 169 = 334/2 = 167 cm
14.5
Add all heights/ 16 = 160, 5625 cm
14.6
109 cm and 181 cm
14.7
1st approach: Delete 181 cm
New mean = 159.2
Conclusion: If you remove the higher extreme value, the mean decreases.
OR
2nd approach: Delete 109 cm
New mean = 164 cm
Conclusion: If you remove the lower extreme value, the mean increases.
14.8
The extreme value(s) had NO effect on the mode -Reason: The mode is the most occurring number and has NO
direct relationship with the extreme values
The new median after removing the lowest extreme value is 169 cm and it is 2 cm higher than the original median
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– Reason: We now have 15 elements instead of 16 elements and that “pulls” the median.
Or
The new median after removing the highest extreme value is 165 cm and it is 2 cm lower than the original median
– Reason: We now have 15 elements instead of 16 elements and that “pushes” the median.
33

3 PST201F TUT 201 2017 S1
PART B
Activity 1.1
Write a short paragraph on your experiences as a learner in a Mathematics class when you were at
school. Write at least one good experience and one bad experience. (5)
Own ideas
Activity 1.2
Write a paragraph to describe what you think each of the pictures (photos) represent. Do not rush
through the activity. Write as much as you can about the situation depicted in each picture. (6)
Own ideas:
Some students' opinions (students give their own impressions)
1 The teacher stands behind her table, all children listen passively to the teacher
2 Learners are engaged in a problem, where they have manipulatives (concrete apparatus which
they can use to solve a problem)
3 Looks like a very old classroom set-up. One can almost smell the fear of the children – sitting on
their hands!
4 Teacher listening attentively to learners
5 Learner sitting alone, grappling with mathematics – not a happy picture
6 I can feel the enthusiasm with which learners are listening to the teacher. Learners actively
engaged in the lesson
Activity 1.3
3 Describe the role of the teacher and the learners in a classroom where they are doing mathematics
Use each of them in a sentence to relate them to the doing of mathematics. (4)
Here are some example
Teacher Learner
Give appropriate tasks that promote Look for and discuss connections
learner thinking
Create environment that encourages Consider errors as opportunities for
learners to make conjectures learning
Own examples that relate to the doing of Mathematics

4 PST201F TUT 201 2017 S1
Activity 1.5
Turn to page 18/42 of your prescribed textbook.
RED
Read the instructions and answer the question:
1 Who has the best chance of getting a red and a blue?
Now answer the following questions:
2 Was there a rule that you could follow to answer the
BLUE
question?
There was no "rule" to be followed
If you mix blue paint with red paint, you
3 Did you make up your own strategy? will have purple.
Own answer
4 How do you feel about solving a problem without somebody giving you the “rule” to work with? (6)
Own answer
Here is the problem and some solutions 1
Three students are spinning to get purple with two spinners, 1 6
4 Y
either by spinning first red and then blue, or first blue and then
R Y R G
red. They may choose to spin each spinner once, or one of the
spinners twice. Mary chooses to spin twice on spinner A, John G B B
chooses to spin twice on spinner B, and Susan chooses to spin 1
fist on spinner A and then on spinner B. Who has the best 2
chance of getting a red and a blue?
A solution
Mary Spinner A Spinner A John Spinner B Spinner B
Susan Spinner A Spinner B

5 PST201F TUT 201 2017 S1
NB: Another strategy is explained on page 19/43-44 of the text book.

If you use a square to indicate each of the possibilities as a fraction part, then it will look as follows:
MARY
SPINNER A SPINNER A SPINNER A overlaps with itself
RED RR RB RG RY The square is divided into 16 parts of equal size.
BLUE Two of the parts are both red and blue.
YELLOW
BR BB BG BY
GREEN
BLUE
RED
2 1
GREEN =
GR GB GG GY 16 8
YELLOW There is one–eighth chance of getting purple.

YR YB YG YY
If you superimpose the one square (SPINNER A) over itself, you can see which parts overlap. Can you see the parts
that are "purple"?
SUSAN
SPINNER A SPINNER B SPINNERS A AND B OVERLAPPING
BLUE BR BB BG BY The square is divided into 24 parts of equal
BLUE BR BB BG BY
size. Four of the parts are both red and
YELLOW
GREEN
BLUE BR BB BG BY
BLUE
RED
YELLOW YR YB YG YY blue.
GREEN GR GB GG GY 4 1
RED
=
RR RB RG RY 24 6
There is one–sixth chance of getting
purple.
If you superimpose the one square (SPINNER A) over the other (SPINNER B) you can see which parts overlap. Can
You see the overlapping parts?
JOHN
If you superimpose the one square (SPINNER B) over a duplicate of itself you can see which parts overlap. Let us
see which parts will be blue as well as red (BR):
SPINNER B SPINNER B SPINNER B overlaps with itself

BLUE BB BB BB BY BG BR The square is divided into 36 parts of equal
BLUE BB BB BB BY BG BR
size. Six of the parts are both red and blue.
YELLOW
BLUE
GREEN
BB BB BB BY BG BR
BLUE
BLUE
BLUE
RED
YELLOW 6 1 4 1
YB YB YB YY YG YR = =6
GREEN GB GB GB GY GG GR 36 6 24
RED RB RB RB RY RG RR There is one–sixth chance of getting
purple.

6 PST201F TUT 201 2017 S1
ACTIVITY 1.6 (4)

 Assimilation: It occurs when new concepts fits into an existing network of ideas. The new
information expands an existing network.
 Accommodation: It takes place when the new concept does not fit into an existing network of
ideas. The brain has to revamp or reorganise the network
 Disequilibrium: When new knowledge and existing knowledge do not match and the learner
needs to modify the rearranged concepts and connections.
 Reflective thought: to sift through existing ideas to find those that seem related to the new
knowledge.
Activity 1.7 (3)

1(a)
Michael Romy
Uses an equal subtraction approach using Reflect the sharing
known multiplication facts context of the problem
Any other correct answer
1(b) an algorithm is a step-by-step (finite number of steps) procedure that lead to the result.
2. Eight small boxes
Activity 1.9 (3)

Weaknesses of rote learning-your own words for the following:
 Learners do not always understand what they are learning. They will not enjoy the subject. They
may perform poorly
 They forget what is taught, often because there are too many rules and algorithms to memorise.
They are not able to apply their knowledge to a new situation.
 They do not know how this knowledge applies or links to the real world.
 The teacher who uses this method is more concerned about getting through the work than how
and if the students are really learning.
 It is an instrumentalist form of learning. Learners are not encourage to link the new knowledge
to existing knowledge.
 It is considered to be weak construction. The learner is not really building a useful network of
ideas.

7 PST201F TUT 201 2017 S1
Activity 1.11
3 Explain what it means that understanding exists on a continuum from relational to instrumental understanding.
Give an example of a mathematical concept and explain how it might be understood at different places of the
continuum. (2)
See textbook and Tutorial Letter 501. Read the section on “Relational Understanding” in the book
Relational understanding is an understanding of what to do AND WHY. All concepts are in a connected network
and when a learner wants to recall a concept, all the other related concepts are understood and can easily be recalled.
Instrumental understanding is on the opposite continuum of understanding. This is also called "doing without real
understanding". The ideas are isolated, and cannot be connected (related) to other ideas. Instrumental understanding
is related to the rote learning of concepts.
Give your own example to answer the question. In your discussion, amongst other things, include the use
of models, finding equivalences etc. On the other hand talk about the algorithm (step-by-step procedure)
Activity 1.13 (5)

3 List at least five models (apparatus/manipulatives) that you will use in your mathematics
teaching. Indicate in each case how you will use the particular model mentioned
 Base 10 blocks to teach place value or basic operation on whole numbers
 Counters to teach fractions or groupings
 Geoboards to teach properties of 2-Dimensonal shapes
 Spinners to model chance
 Counters to teach counting and relationships
Activity 1.14 (2)

1. Define each of the five behaviours and dispositions mentioned
Conceptual Understanding: Understanding mathematical concepts operations and relations
Procedural fluency: being able to carry out mathematical procedures flexibly, accurately and efficiently
Productive disposition: to see mathematics as sensible, useful and worthwhile.
Strategic competence: able to formulate, represent and solve mathematical problems
Adaptive reasoning: logical thought, reflection, explanation and justification

8 PST201F TUT 201 2017 S1
Activity 2.1 (3)

Distinguish between the following three approaches:
 Teaching for problem-solving: Teaching a skill that a student can later solve a
problem using this skill
 Teaching about problem-solving: Teaching students how to solve problems.
Giving them general strategies (draw a picture) for solving problems
 Teaching through problem solving : Learners will learn mathematical concepts
through solving problems
Activity 2.6
1 What does it mean to say that a task has multiple entry points?
A problem where different strategies can be used to find a solution, is called a problem
with multiple entry points
(1)
Activity 2.7
2 Use your own words to describe the teacher’s actions in the before, during and after
phases of a problem-solving lesson. USE OWN WORDS (6)
Before  Getting ready

 Activate prior knowledge
 Be sure the problem is understood
 Establish clear expectations
During  Students work
Let go!
 Notice students' mathematical thinking
 Provide appropriate support
 Provide worthwhile extensions
After  Class discussion
 Promote math community
 Listen actively
 Summarize main ideas

9 PST201F TUT 201 2017 S1
PART C
These questions relate to Chapter 11 - 13 of the prescribed book:
1 Name the three ways one can count a set of objects, and explain how these methods of counting
can be used to combine concepts and written names for numbers. (6)
WAYS OF COUNTING
Count by ones Counting by ones
Count by groups of tens Counting by groups an singles
and ones Counting by tens and ones
Non-standard base ten (Read on p. 205/p. 248 and explain how these methods could
be used)
NB: Think also of manipulatives that you can use for counting
and explain how each can be used in counting a set of objects.
2 How can learners learn to write two- digit numbers in a way that it is connected to the base 10
meaning of ones and tens? (4)
NB: You get groupable models and pre-grouped models. With groupable models, children can arrange the counters
to suit their own counting but with pre-grouped models children cannot take pieces apart or group them

10 PST201F TUT 201 2017 S1
3 Show a way in which a hundreds chart can aid the teaching of subtraction of two digit numbers (4)
 In the rows, the unit digits grow by 1 as you move from left to right.
 The last column has all unit digits as zero, but the tens digits increase by one as you
move down.
 In the columns, the tens digit grows by one as you go down.
 The last number in the chart is 100
H T U
1 0 0
Example: 76 − 33 = 76 − 30 − 3 = 43
Start from 76 and move three steps upwards (subtracting 3 tens) and three steps to the left
(subtracting three units (ones). You will therefore land on 43 which is the answer
4 Draw Dienes block to show how to find the solution to:

11 PST201F TUT 201 2017 S1
4 Draw Dienes block to show how to find the solution to:

(a) 47 + 16 (3)
Your key for Dienes block (also called base 10 blocks)
Hundreds tens units
Set out 4 longs and 7 tinies Set out 1 long and 6 tinies
Add the tinies and exchange 10 tinies for 1 long. Add the longs
6 tens and 3 units = 63

12 PST201F TUT 201 2017 S1
b) 64 – 19 (3)
Your key for Dienes block (also called base 10 blocks)
Hundreds Tens Units

s
Set out 6 longs and 4 tinies Set out 1 long and 9 tinies
Break up 1 long to ten tinies, subtract one long and nine tinies from five longs and 14 tinies
4 longs and 5 tinies = 45
5 Test the following numbers for divisibility by 6, 9, and 11. (Do not factorise)
a) 10 354 872
For 9: Add the digits: 1+0+3+5+4+8+7+2 = 30, which is not divisible by 9,
so 10 354 872 is not divisible by 9 (but it is divisible by 3)
For 6: A number is divisible by 6 when both 2 and 3 can divide into it
The number is divisible by 2 because the last digit is an even number
1+0+3+5+4+8+7+2 = 30 and 3 + 0 = 3
10 354 872 is a multiple of 3. Therefore 10 354 872 it is divisible by 6
For 11
 Add every second digit: 1+3+4+7=15
 Add the other digits 0+5+8+2 = 15
 Subtract: 15 – 15 = 0
10 354 872 is divisible by 11
b) 19 752 606
Use the same argument as in (a) to answer this question
(6)

13 PST201F TUT 201 2017 S1
6 The Sieve of Eratosthenes is a well-known way to find prime numbers.

6.1 Use the method given alongside the chart to find all the prime numbers between 1
and 100. (5)
METHOD
Cross out 1 (1 is not prime)
Cross out all the multiples of 2, 3, 5, 7,
except these numbers themselves.
The numbers that are not crossed out will
be prime.
Circle all the prime numbers
The prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59,
61, 67, 71, 73, 79, 83, 89 and 97.
6.2 Use the factor theorem to determine the prime factors of 135 (2)
135
3 45
5 9
3 3
135 can be written as 33 × 5. Therefore the prime factors of 135 are 3 and 5

14 PST201F TUT 201 2017 S1
7 Use the vertical and horizontal algorithms to find the sum or difference of: (Explain the
"borrow and carry" concepts) (4)
a) 673+736
 This small 1 here is 1 Add the units: 3+6= 9. 673 + 736  600 + 70 + 3 + 700 + 30 + 6
hundred = 600 + 700 + 70 + 30 + 3 +6 Some steps may
16 = 1 300+ 100 + 9 be left out
7 3
= 1 000+ 300 + 100 + 9
+ 73 6
b) 539-465 = 1 000 + 400 + 9 = 1 409
14 09
 Now borrow 100 from
the 500. The 30 now
becomes 130
45 13
9  Subtract five from
nine
-4 6 5
7 4
8 How are standard algorithms different from student-invented strategies? Explain the benefits
of invented strategies over standard algorithms (give at least two valid points). (2)
An algorithm is a rule that can be used; a procedure that is carried out which is usually learned
by rote, with little understanding. Invented strategies are methods which learners produce
themselves. It is usually built on concepts that the learners know already. One often finds that
learners invent their own strategies in the way that they understand, and not necessarily the way
in which the teacher explains.

15 PST201F TUT 201 2017 S1
9 Draw pictures showing how 28 × 4 could be modelled: with counters, with base – ten blocks,
or with areas on base 10 grids. (Use at least two of the methods) (5)
Base 10 blocks
Set out 2 longs and 8 tinies (4 times)
+ + =
= 1 Flat + 1 Long + 2 tinies
= 100 + 10 +2
= 112
10 Use the method of compensation to show how you can make the subtraction of 468 − 39
easier. (3)
468 − 39 = 468 − (39 + 1) − 1 = 468 − 40 + 1 = 428 + 1 = 429
11 A learner in your class says that the value of the underlined digit in 12 678 is 2. How will you
help the learner to overcome this misconception? (3)
Talk about the place value. Use TH H T U to explain that 2 is in the 1 000’s place and therefore
the value of the “2” is 2 000
________________________________________________________________________________________

16 PST201F TUT 201 2017 S1
PART D
These questions relate to Chapter 15  17 of the prescribed book:
1 What does partitioning mean? Explain and illustrate (4)
Sectioning a shape into two equal-sized parts: Illustrate using your own example
2 Give examples of each of three categories of fractions: [Illustrate with diagrams]
2.1 Area model
Example: A pizza
Continuous whole (area model) divided into four
equal parts
2.2 Set model

Discrete whole (set model)
Veronica shares 12 sweets between her and 3 friends (4 people). Each friend gets one-quarter of the 12 sweets (3
sweets) Twelve sweets divided by four
people – loose objects
2.3 Length model (6)

Length model (number line) Paper strips can also be used as length models
Example Five quarters is more
than one!
1 2 3 4 5 6 7 8
4 4 4 4 4 4 4 4
0 1 2
3 In the context of choosing a “whole”, explain when a “third” is not always equal to a “third”.
Give an example. (3)
When thinking of a fraction as a part of a whole, the part will depend on the size of the whole. For
example, one third of an orange is not the same as one third of a watermelon. So when we
contextualise fractions as a part of "something", this "something" has to be exactly the same. In
the world of numbers, when we talk about a third, we always mean a third of ONE. (One unit)

17 PST201F TUT 201 2017 S1
4 Use the correct language to explain the difference between the expressions:
“It is the fifth of December”
This means the fifth day of the month of December (ordinal number).
“You are the fifth in the row”
This means if there is a row of people, you are the fifth person from the beginning (ordinal number).
“I want a fifth of the pizza”
This means if you divide a pizza in five equal parts, each part is one fifth of the whole (fraction).
What types of numbers are we dealing with in the above expressions? (4)
SOME NUMBERS TO NOTE

 A cardinal number tells "how many." Cardinal numbers are also known as "counting numbers,"
because they show quantity. Cardinal numbers are whole numbers, so fractions are not cardinal
numbers.
 Ordinal numbers tell the order of things in a set—first, second, third, etc. Ordinal numbers do
not show quantity. They only show rank or position.
 A nominal number names something. Nominal numbers do not show quantity or rank. They are
used only to identify something (e.g. a postal code).
5
5.1 If the rectangle is one whole
 Show one sixth
Show three eighths
 Show seven quarters (3)
A whole

18 PST201F TUT 201 2017 S1
5.2 If fifteen counters are a whole

set, how many are there in three-
fifths of the set? Answer: __9__ (2)
5.3 If 12 counters are three fourths of a set how many counters are in full set? Answer: 16 (2)
3 1
4 4
3
5.4 A common error that students make is to write 5 for the fraction of the whole represented
here:
Why do you think they do this? What activity or strategy would you use to try to address
this misconception? (4)
Learners think of fractions as separate numbers, in this case the shaded and the unshaded.
To rectify the misconceptions that learners have, encourage them to use the correct
language. The use of examples in real life situation will help learners to understand the
concept (teach in context). Provide more activities where learners could differentiate
between a fraction and a whole number. This should also include the difference between the
numerator and the denominator.
5.5 If this triangle is one third of the

whole, what would the whole
look like? (2)

19 PST201F TUT 201 2017 S1
5.6 If this figure is two-sixths of the whole, draw

a shape that could be the half. (2)
5.7 If this rectangle is fourthirds,

what would the whole look like?
(2)
Four - thirds Whole

Whole look like: Three thirds
First divide the
whole into 4 1 1 1 1
equal parts. 3 3 3 3
3 6
6 Use the following models to show the equivalence of the fractions and
7 14
6.1 A set model
Choose the whole to be 14 marbles (loose objects) Can you choose another whole?
The 7 in the
3 6
tells you The 14 in the
7 14
into how tells you into how
many parts many parts the
the whole whole must be
must be divided
divided
3 6
The 3 in the 7 tells you how many The 6 in the 14 tells you how many
parts you must choose: parts you must choose:
Choose 3 parts of 2 marbles each, Choose 6 parts of 1 marble each,
which is 6 marbles which is 6 marbles

20 PST201F TUT 201 2017 S1
6.2 An area model Remember to use

the same whole
Let us choose a rectangle as the whole 3

For 7
Divide the whole into 7equal parts
and shade 3
6
For 14
Divide the whole into 14 equal parts
and shade 6
6.3 The number line (9)
6
14
0 3 1 2
7
They have the same

position on the number line

21 PST201F TUT 201 2017 S1
2 2
7 Compare the fractions ; and by making use of the area model/number line. (You
5 7
should be able to arrange the fractions from small to big). Make sure that you choose the whole
correctly, and make accurate drawings. (6)
Remember to use
The whole
the same whole
2
5
2
7
2 2
>
5 7
For a number line: Choose a whole into which all the denominators can divide. Draw the number line and indicate
the sevenths as well as the fifths. Use a ruler to divide the parts accurately and compare the two fractions
3 1
8 Use a standard algorithm to calculate: 5 − 4 − 2 (3)
 Make the denominators the same. Choose a number that 2 and 4 can divide into
20 3 3 1 2
 Now write all the fractions with denominators of 4 5= =4 =4
4 4 2
3 1
 5 − −
4 2
20 3 2
= − −
4 4 4
20−3−2
= Put over the same denominator
4
15 3
= 𝑜𝑟 3 4
4

22 PST201F TUT 201 2017 S1
3
9 Bonolo has 2 4 hours to finish her three activities for the day (i.e. washing clothes, cleaning the
house and cooking for the family). If she divides her time evenly, how many hours can she give to
each activity? Illustrate the solution with drawings. (5)
3
2 ℎ÷3
4
5m
15mm 15m 15m 5m 5m 15mm 15m 15m 5m 5m 15m 15m 15m 5m 5m

mm mm
Washing clothes Cleaning the house cooking for the family
11
Each activity will be allocated (45 + 10) 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 55𝑚𝑖𝑛𝑢𝑡𝑒𝑠 = 12 ℎ𝑜𝑢𝑟𝑠 (the remaining 30
minutes is shared amongst the three activities)
1 1
10 Use a number line to illustrate to Grade 5 learner how to add 2 6 + 2 .Indicate clearly the
demarcations on the number line. (4)
1 1
2
6 + 2
0 1 2 13 16
6 6
16 2
= 23
6
11 A learner in your class experiences difficulty with mixed numbers. Identify three
misconceptions that learners might have and explain how you can prevent such
misconceptions. Use examples to support your argument (6)
Possible Misconception illustration
Subtract smaller fraction from the larger one 1 3 3 1

For 2 2 − 1 5 : → they simplify as follows: −2
5
Don’t know what to do if one number is a whole 1 2 1

2 − 4 : →they simplify as follows: 2(4 − 4)
number and the other number is a fraction
The focus is mainly on the whole number aspect 1 1

2 2 − 1 4 :→ (2 − 1) = 1 and don’t know what to do
with the fractional part

23 PST201F TUT 201 2017 S1
12 The following question was given to Grade 4 learners:
2
Which point on the number line shows ?
3
Draw a circle around the correct letter.
A B C D
0 1 2 3
Nine percent of the learners chose A as the answer, 14% chose B, 43% chose C and 34% chose D.
12.1 What is the correct answer? (1)
2
Correct position of is at A (only 9% of learners had it correct)
3
12.2 Give an explanantion about the misconceptions learners had when they chose the
incorrect answers? (3)
Possible misconception if learners chose B
2
Learner could have thought that the 2 indicated the whole, and saw as a part of that length
3
Possible misconception if learners chose C

This was the most popular incorrect response. Learners mistakenly took the whole number line (from 1
2
to 3) as the whole, and then saw 3 as the position of C
2
Learners who chose D, possibly thought of 3 as a number between 2 and 3.
2 3
13 Use the grid below to illustrate: of (4)
3 4
3 2
 Shade 4 of the whole like this:  Shade of the whole like this:
3
 The section that overlaps is shaded like this:
6
of the whole
12
is double This shows of the
shaded
1
whole = of the whole
Each little 2
1
block is of
12
the whole

24 PST201F TUT 201 2017 S1
PART E
These questions relate to Chapter 20 of the prescribed book:
1 Describe in your own words the first three van Hiele levels of Geometric thought
(level 0, 1 and 2). How do the activities that you will give learners on the three levels differ? (6)
Own words and see also tut letter 501 pages 92-93
LEVEL 0 Visualization
Learners can classify shapes according to what they look like. They will see a rectangle as the same as
a "door". They can distinguish between a rectangle and a square, but only by what the shape looks like
and not according to their properties.
LEVEL 1 Descriptive/Analysis
Learners can describe shapes according to their properties, for example, a rectangle has equal opposite
sides, and all right angles. They can group shapes according to characteristics, but do not yet know how
to identify a shape if a set of properties are given. They would usually describe a shape by naming ALL
the properties of that shape. For example, they will say a rectangle has equal and parallel opposite
sides, equal diagonals, equal angles etc. In other words they do not yet see the minimum requirements
for a shape to be identified.
LEVEL 2 Abstract/Relational/Informal Deduction
Learners at this level understand the relationships between shapes. They can now identify the minimum
requirements for a shape to be identified. So they know that a rectangle is a parallelogram with one right
angle, because they understand that all the other properties of a rectangle are included in that definition.
They can also identify a square as a kite, because a square has all the properties of a kite.
2 Draw an assortment of different types of flat shapes that include polygons and non-polygons (at
least three of each kind). Explain your classification. Why is this type of exercise necessary for learners
on van Hiele level 0? [own explanation] (8)
Polygons
Non - polygons

25 PST201F TUT 201 2017 S1
3 Draw the following triangles. You sketches must be done with a ruler and very neatly drawn.
(2)
3.1 Isosceles, right angled triangle
3.2 Scalene, acute-angled triangle
4 Which quadrilaterals are described by the following characteristics? Make a neat drawing of
each. (Do not assume properties that are not given)
4.1 A rectangle with adjacent sides equal

Square
4.2 The diagonals form four isosceles right triangles

Square
4.3 A trapezium in which the non-parallel sides are equal

Isosceles trapezium

26 PST201F TUT 201 2017 S1
4.4 One pair of opposite angles equal and the diagonals are perpendicular
Kite
(8)
5 Classify the following shapes: polyhedrons or non-polyhedrons. Name each of the objects (a
mathematical name) (10)
3D objects Mathematical name Polyhedron Non polyhedron

Ellipse/ovoid 
a
hexahedron 
b
sphere 
c
tetrahedron 
d
octahedron 
e
Cone 

27 PST201F TUT 201 2017 S1
3D objects Mathematical name Polyhedron Non polyhedron

Pentagonal prism 
g
cylinder 
h
sphere 
i
Rectangular based 
pyramid
6 Draw neat diagrams of the following polyhedra, made up of: (Name the polyhedra) (8)
6.1 Regular hexahedron

Cube
6.2 Two circles and a rectangle

Cylinder
6.3 Two hexagons and rectangles

Hexagonal prism

28 PST201F TUT 201 2017 S1
6.4 A hexahedron which is a pyramid
Pentagonal pyramid
7 Draw the nets of the following polyhedra:

7.1 Triangular prism 7.2 Cube 7.3 Octagonal pyramid
(6)
8 Draw the front, top and side view of the following structure
(4)
Side view
Top view
Front view
Side view
Front view
9. The side view and front view of a 3D object, built from cubes, are given. Draw the 3D object (3)
Front view Side view




































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FOR ASSISTANCE WITH THIS MODULE +27 67 171 1739

Orientation to Primary Mathematics

This examination question paper consists of 9 pages.

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

Student number: …………………………

Module code: …………….

Hereby declare the following:

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INVIGILATOR APP QR CODE

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Write a 1 000-word essay in which you critically demonstrate your understanding

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Number set Pattern or not a Description

14; 28; 34; 41; 48; … c) {2} d) {2}

4; 8; 16; 24; … e) {2} f) {2}

100; 200; 400; 800; … g) {2} h) {2}

5; 10; 16; 19; 21; …. i) {2} j) {2}

15; 13; 11; 9; …. k) {2} l) {2}

10; 20; 30; 50; … m) {2} n) {2}

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Use Dienes blocks to illustrate the following operations:

Using two calculations, demonstrate whether Busisiwe is correct or incorrect.

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The marks of 20 Grade 8 Mathematics learners in a class are recorded as follows:

Use the data above to determine the following:

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HOW TO SUBMIT YOUR ANSWER FILE

Follow these steps to submit your exam file:

2. Note the file requirements such as:

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Assessment 1 Rubric Marks: 30

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OPM1501 OCTOBER NOVEMBER 2023

To begin with, it is crucial to understand what constructivism is and how it can

In my own learning experience at school, I can recall a traditional approach to

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However, a constructivist approach to teaching measurement would involve

Moreover, a constructivist approach to teaching measurement would also

In addition to my personal experience, my understanding of the curriculum

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Furthermore, as an observer of the teaching and learning of measurement in

In conclusion, the shift from traditional teaching approaches to a constructivist

To establish whether the set of numbers is a pattern or not, I looked for a

7; 8; 10; 12; 14; … - This set seems to increase by 1, 2, 2, 2, suggesting a

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4; 8; 16; 24; … - This set seems to increase by 4, 8, 8, suggesting a pattern.

8 hundreds blocks, 4 tens blocks, and 1 unit block

1 hundreds block, 0 tens blocks, and 6 unit block

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3 thousands blocks, 0 hundreds blocks, 5 tens blocks, and 1 unit block

3 hundreds blocks, 7 tens blocks, and 6 unit block

1 ten block, and 2 unit block

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d) 7 688 597 625

For the operation 24 + 57:

First, represent 24 using Dienes blocks.

2 groups of tens and 4 ones.

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Then, represent 57 using Dienes blocks.