MIP1501 (COMPLETE ANSWERS)

Assignment 3 2023 (702399) - Due

11 July 2023

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MIP1501
Assignment 3 2023
Unique Number: 702399
Due Date: 11 July 2023

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QUESTION 1
1. Name four types of models in learning fractions and how they can be
progressively used in an intermediate phase mathematics classroom. (8)

AREA MODEL: In the area model fractions are represented as parts of an area or
region. Useful manipulatives include rectangular, or circular fraction sets, pattern
blocks, geoboards and tangrams.
Rectangular, or circular fraction sets can be used to develop the understanding that
fractions are parts of a whole, to compare fractions, to generate equivalent fractions
and to explore operations with fractions

LINEAR MODEL: In the linear model lengths are compared instead of areas (e.g., 3/4
of an inch). Either number lines are drawn and subdivided or physical materials are
compared on the basis of length. Useful manipulatives include Cuisenaire rods or
fraction strips that are easily connected to ideas about fractions on a number line.
Cuisenaire Rods are rectangular rods, each of a different color and size, that can be
used to help students develop understanding of a range of math concepts including
addition, subtraction, multiplication, length, area, volume, and fractions.

SET MODEL: In the set model the whole is understood to be a set of objects, and
subsets of the whole make up fractional parts (e.g. ½ of the class, ¼ of a set of buttons,
1/3 of a tray of muffins). Useful manipulatives include two-color counters, centimeter
cubes, or any set of objects that can be counted (e.g. a bag of marbles).
Typically red on one side and yellow on the other two color counters can be flipped to
change their color and model various fractional parts of a set.

DISCRETE MODEL: Together with one unit being divided up in parts, we need to
foster the idea of parts or fractions of a number of things. Two-thirds of the balls are
blue and one third is white.

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2. Briefly explain how you will teach or explain to a grade 4 mathematics

learner to find all factors of 144, provide all the factors after explaining?
(6)
Factor, in arithmetic, is a number or algebraic expression that divides every quantity
or expression (of which it is a factor) uniformly, which means without any remainder.

Similarly, factors of 144 would be all the pairs of numbers, which, when multiplied
together, give the result as 144. Now the question that arises is what the factors of
144 and how to find them are?

We can group two numbers which when multiplied together gives us the result as 144,
which is also called Pair Factors
Pair Factors Method

Pair Factors Method Pairs

1 × 144 = 144
2 × 72 = 144
3 × 48 = 144
4 × 36 = 144
6 × 24 = 144
8 × 18 = 144
9 × 16 = 144
12 × 12 = 144

When calculated and counted, we concluded that the number 144 has 15 factors.
The factors of 144 are 1, 4, 2, 3, 6, 8, 16, 9, 12, 18, 24, 36, 48, 72 and 144.

3. State and briefly discuss five building blocks that are crucial in the
process of building relational skill. (
 Cardinal and ordinal numbers: Cardinal numbers tell how many things there are
in a group, but not what order they are in. Ordinal numbers indicate the order
of things. Disclaimer
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 Seriations: the action of putting numbers in a specific order, from smaller to

bigger or bigger to smaller.
 Classification: requires an understanding of the sequence in which numbers
follow one another, their magnitude (size), and the base-10 number system.
 Making one-to-one correspondence: means to be given an indication of how
many is needed and to respond with the correct number, one to one.
 Comparing: is a fundamental cognitive function: to see what is different, what
is the same, what is changing and what stays the same.

4. Reflect on your own knowledge and experience of rate.

a) Define rate and give examples of how it can be applied in real life.
Rate: The amount of a particular quantity measured in the units of another quantity
OR The amount of something measured in the units of something else. A rate is a
special ratio in which the two terms are in different units.

For example, A motorist travels at 80 km per hour. In terms of rate this can be written
as;
80𝑘𝑚
= 80𝑘𝑚/ℎ
1 ℎ𝑟

b) Use your examples to explain your own understanding and the

importance of rate in daily life in a short essay.
Rates are commonly found in everyday life. The prices in grocery stores and
supermarkets are rates. Rates are also used in pricing fuel, tickets to a movie or
sporting event, in paying hourly wages and monthly fees.

For example: How fast are you driving? The speed of the car (often expressed in km
per hour) is a rate. What interest does your savings account pay you? The amount of
interest paid per year is a rate.

Rates are everywhere in our lives, which is why they are so important to understand.

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QUESTION 2
2.1. Explain how you will teach an Intermediate Phase learner how to calculate
the following expressions. Show all your calculations. (Write the answer
as proper fractions, in their simplest form, or whole numbers.)

𝟓 𝟏
2.1.1. 𝟏 𝟖 + 𝟐 𝟒

Convert to improper fractions

13 9
+
8 4

Common denominator
13 18
+
8 8
31
=
8
Covert to mixed fraction
7
=3
8

𝟏 𝟕 𝟑
2.1.2. 𝟐 𝟑 − 𝟏 𝟖 + 𝟏 𝟒

Convert to improper fractions

1 7 3
2 −1 +1
3 8 4

Find the answer for the whole numbers

2–1+1=2

Common denominator for the fractions

1 7 3
− +
3 8 4

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8 − 21 + 18
=
24
26 − 21
=
24
5
=
24

Putting together
1 7 3 5
2 −1 +1 =2
3 8 4 24

𝟐
2.1.3. 𝟏 𝟑 ÷ 𝟑 × 𝟒

Convert mixed fraction to improper fraction

5
÷3×4
3

5 1
= × ×4
3 3
5×1
= ×4
3×3
20
=
9

Convert to mixed fraction in its simplest form

𝟐
=𝟐
𝟗

𝟑 𝟏 𝟏
2.1.4. (𝟒 𝟖 − 𝟏 𝟖) ÷ 𝟒

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Solve the brackets

2 1
= (3 ) ÷
8 4

Cover to improper fraction

26 1
= ÷
8 4

26 4
= ×
8 1
26 1
= ×
2 1
= 𝟏𝟑

𝟏 𝟏
2.1.5. 𝟐𝟒 ÷ 𝟒 ÷ 𝟐

Cover mixed fraction to improper fraction

9 1
÷4÷
4 2

Invert fractions to change division to multiplication

9 1 2
= × ×
4 4 1
9 1 1
= × ×
4 2 1
9
=
8
𝟏
=𝟏
𝟖

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QUESTION 3
3.1. Do a research on the software that is available in the market today.
Choose one that you can use in your Grade 5 class to teach mathematics.
Discuss your choice with the following in mind:
 The name of the software.
 How it works and how you can use it in Grade 5 to teach mathematics?
 The benefits.
 The shortcomings (if any) and reference list.

 Microsoft Mathematics Softwar

Is a freely downloadable educational program. It is developed and maintained by
Microsoft primarily targeted at students as a learning tool.

 How it work?
Microsoft Math contains features that are designed to assist in solving mathematics,
science, and tech-related problems, as well as to educate the user. The application
features such tools as a graphing calculator and a unit converter. It also includes a
triangle solver and an equation solver that provides step-by-step solutions to each
problem

 The benefits.
Using Microsoft Mathematics can help students both in visualizing and understanding
mathematics concepts and problems.
Microsoft Mathematics enriches student’s learning and increases student’s motivation.

 The shortcomings
Some students become visually dependent. They experience challenges analysing
questions from a question paper without visual images.

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3.2. Explain in detail how you will teach an Intermediate Phase learner to
differentiate between rational and (give examples).

Rational Numbers Irrational Numbers

Numbers that can be expressed as a ratio of

Numbers that cannot be expressed as a
two numbers (a/b form) where 𝑎 and 𝑏 are
ratio of two numbers where 𝑎 and 𝑏 are
integers and 𝑏≠0. Decimal fractions always
integers and 𝑏≠0
terminate or repeat..

The decimal expansion of irrational

The decimal expansion of rational numbers
numbers is non-terminating and non-
is either terminating or recurring.
recurring.

Rational numbers include perfect squares Irrational numbers include surds such as
such as 4, 9, 16, 25, and so on. √2, √3, √5, √7 and so on.

Both the numerator and denominator are

Irrational numbers cannot be written in
integers, in which the denominator is not
fractional form.
equal to zero.

Example: 3/2 = 1.5, 3.6767 Example: √5, √11

QUESTION 4
4.1. Give and explain the use of four examples of peripheral equipment that
can used in Intermediate Phase for the teaching and learning of
mathematics.

 Mouse
 Keyboard
 scanners and
 modems

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 iPad – learners can use iPads as mobile electronic devices which they can use
anywhere to access the internet and do mathematical researches.

4.2. Jabu had a few marbles. Today he played and doubled his number of
marbles. Then Thabo gave him three marbles free. Jabu has 21
marbles now. How many did he have before he started playing? Solve
this problem using a suitable model.

Assume he had x marbels initially, therefore

𝑥 + 𝑥 + 3 = 21
2𝑥 + 3 = 21
2𝑥 = 21 − 3
2𝑥 = 18
𝑥=9

Therefore Jabu had 9 marbles before he started playing

4.3. Distinguish by defining and giving examples between rational and

irrational numbers.

Rational Numbers Irrational Numbers

Numbers that can be expressed as a ratio of

Numbers that cannot be expressed as a
two numbers (a/b form) where 𝑎 and 𝑏 are
ratio of two numbers where 𝑎 and 𝑏 are
integers and 𝑏≠0. Decimal fractions always
integers and 𝑏≠0
terminate or repeat..

The decimal expansion of irrational

The decimal expansion of rational numbers
numbers is non-terminating and non-
is either terminating or recurring.
recurring.

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Rational numbers include perfect squares Irrational numbers include surds such as
such as 4, 9, 16, 25, and so on. √2, √3, √5, √7 and so on.

Both the numerator and denominator are

Irrational numbers cannot be written in
integers, in which the denominator is not
fractional form.
equal to zero.

Example: 3/2 = 1.5, 3.6767 Example: √5, √11

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