PRS401C-2016-1-E-1 - UNIVERSITY EXAMINATIONS UNISA'T“...

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Unformatted text preview: UNIVERSITY EXAMINATIONS UNIVERSITEITSEKSAMENS UNISA'T“ universu of south afnca PRS401 C JanuaryiFebruary 2015 JanuarielFebruarie 2016 MATHEMATICS TEACHING WISKUNDEONDERRIG Duration 2 Hours 100 Marks Tydsduur 2 Uur 100 Punte EXAMINERS I EKSAMINATORE ' FIRST:I EERSTE PROF A DICKER SECOND I TWEEDE DR R PAULSEN Closed book examination Toeboekeksamen This examination question paper remains the property of the Unwersfly of South Africa and may not be removed from the examination venue Hierdie eksamenvraestel bly die eiendom van die UniverSIteit van Suid-Afrika en mag me Uit dle eksamenlokaal verwyder word me This examination question paper consnsts of FOUR (4) pages Hierdie eksamenvraestei‘ bestaan wt VIER (4) biadsye iNSTRUCTIONS I INSTRUKSIES. ANSWER ALL FOUR QUESTIONS. BEANTWOORD AL VIER VRAE. [TURN OVER I BLAAI OM] 2 PRS401 C JAN / FEB 2016 QUESTION 1IVRAAG 1 1 1 Explain the drfference between the concept ‘mathematrcs‘ and ‘concept’ In mathematics Use examples to Illustrate your answer I Verdurdehk dre verskrI tussen dre begnp ‘wrskunde’ en ‘konsep’ In wrskunde Maak gebrurk van voorbeeIde cm L: antwoord te rIIustreer (1 6) 1 2 Tabulate 4 components of the Gr Ft darly programme and explain the relatlonshlp of each component to mathematics I Tabuleer 4 komponente van dre Gr Ft dagprogram en ver- durdeIIk die verband van eIke komponent met wrskunde (9) (25) QUESTION ZIVRAAG 2 Analyse the SIX (6) types of play through whrch young learners drscover mathematics Use the followrng structure I Anahseer 0‘16 593 (6) trpes speI waardeurjong kmders wrskunde ontdek aan dIe hand van dre volgende struktuur 2 1 Name and define 31x (6) types of play I Noem en defmreer see (6) van die trpes speI (6) 2 2 Distingursh between child-centred and teacher-centred approach to teaching mathe- matics In table format I Onderske: tussen Ieerdergesentreerde en ondenrvysgesen- treerde benadenng tot Wrskundeondemg m taberorm (8) 2 3 Name and explarn the countmg pnncrples for learning to count wrth understanding and Illustrate your answer I Noem en verdurdeIrk dre teregrnseIs waaraan voIdoen moet word ten emde teI met begnp te vorm (11) (25) QUESTION SI VRAAG 3 3 1 There are drfferent models that one can use to do tractrons illustrate and dISCUSS one (1) example that Will be appropriate to use to teach fractrons to Foundatlon Phase learners for each of the followrng models I Daar IS verskere modeIIe war gebrurk Iran word om breuke aan grondsIagfaseIeerders bekend te steI IIIustreer en bespreek een ( 1) vocrbeeId van elk van dre voIgeno‘e trpes modeIIe wat geskrk saI wees om breuke aan grondsIagfaseIeerders re onderng 3 1 1 One area model I Een areamodel (2) 3 1 2 One length modeII Een Iengtemodel (2) [TURN OVER I BLAAI OM} 313 3 PRS401C JAN / FEB 2016 ln order for learners to make sense of tractrons It Is Important for them to garn practrcal experience regarding partitioning f Ten ernde srn urt breuke te maak, rs dr't noodsaaklrk dat leerders praktrese ervarrng oor verdetmg opdoen Demonstrate how you Will teach Gr 2 learners to share 4 pizzas among 5 learners Illustrate your answer / Demonstreer hoe u aan Gr 2-ieerders sat verdurdetrk hoe 4 pizza ’5 tussen 5 Ieerders verdeel kan word Lrg Jrou antwoord toe met rllustrasres (5) 3 1 4 Show Wthh traction part each wrll receive I Du; aan waiter breukdeel elke leerder satr ontvang (1) 3 2 Drenes blocks as a base ten model may be used to teach place value / Drenes blokkres rs ‘n basrs 10-model war gebrurk kan word om plekwaarde aan leerders te onderng Explain comprehensrvely how Foundation Phase learners' drscussron of the tollowrng calculation would be done usrng the above base ten model I Verdurdelrk volledrg hoe grondslagfaseleerders dre volgende besprekrng 3a.r doen met behulp van hrerdre basrs 10-model 122 T 4 = (10) 3.3 Explain and Illustrate how Gr1 teachers wrll teach anchoring numbers 5 and 10 referring to the followrng types / Verdurdetrk deur gebrurk te maak van rllustrasres hoe dre Gr 1- onderwyseres dre anker van getafle 5 en 10 aan Gr 1-teerders sarr ondemg op dre volgende wyses 3 3 1 concrete / konkreet (2) 3 3 2 saw abstract! semr-abstrak (3) (25) QUESTION 4IVRAAG 4 4 1 Distingursh between the followrng measurement concepts / Ondersker tussen dre volgeno‘e metrngsbegrrppe 4 1 1 Area and Circumference 1' Area en omtrek (4) 4 1 2 Capacrty and volume / Kapasrtert en volume (4) [TURN OVER I BLAAI 0M] 4 PRS401C JAN I FEB 2016 4 2 Draw the followmg and provrde a real lute exampte of each I Teken dre volgende en verskaf 'n voorbeeld van elk In dre alledaagse le we 4 2 1 Pyramid I Plramrede (2) 4 2 2 Rectangular PI’ISITI / Heghoeklge Pnsma (2) 4 2 3 Cube/ Kubus (2) 4 2 4 Cone! Keel (2) 4 2 5 Cylmder/ Slllnder (2) 4 3 Time IS a complex construct and needs to be Introduced at an Informal Ieve1 to learners before the formal teaching of reading analogue time / Tyd rs ‘n komplekse konstruk van meetkunde en word eers op mformele wyse aan leerders geleer voordat die formele lees van analogrese tyd aangeleer word 4 3 1 Name and Illustrate three (3) nonstandard time measurement Instruments Wthh can be used In the Foundation Phase In order to master measurement knowledge / Noem en Illuslreer dne (3) me-gesrandardlseerde metmgsmsrrumente waarvolgens melmgskenms oor tyd verwerf word rn dre Grondslagfase (3) 4 3 2 Explain how you as a teacher wrll go about teaching the followrng tlme concepts to learners at an Informal level by usmg non standardised measurement instruments / Verdurdellk hoe u as onderwyser re werk sal gaan om dre volgende aspekte van tyd op mformele wyse aan leerders te leer deur rmdde! van me-gestandardrseerde metrngsmstrumente - sequencrng of time} dre opeenvolgrng van tyd (2) . passmg of tlme/ tydsverloop (2) (25) TOTAL! TOTAAL: [1 00] EXAMINERS: FIRST EXAMINER I EERSTE EKSAMINATOR: PROF AM DICKER SECOND EXAMINER/TWEEDE EKSAMINATOR: DR Ft PAULSEN © UNISA 2016 ...
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