PRS401C-2014-1-E-1 - FINAL FINALE Se unlversrty at Snuth...

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Unformatted text preview: FINAL FINALE % Se: unlversrty at Snuth afnca UNISA PRS401 C 2 HOURS! 2 URE MATHEMATICS TEACHING (PROFESSIONAL STUDIES 401) WISKUNDEONDERRIG (PROFESSIONELE STUDIES 401) STUDENT NUMBER I STUDENTENOMMER JAN [FEB 2014 IDENTITY NUMBER I IDENTITEITSNOMMER FOR USE BY EXAMINATION INVIGILATOR VIR GEBRUIK DEUR EKSAMENOPSIENER Subject I Vak Number of paper I Vraestelnornmer Date of exammatlon I Datum van eksamen Examrnation centre I Eksamensentrum WARNING 1 NB A candrdate who wrthout authonsatron takes Into the examrnatron venue any book, document or object which could assrst him In the examtnatron, and does not hand over such maternal to the rnvrgriator belore the oltrctal commencement ol the examrnatron. Will be gurlty of rnfnngrng the Unrversrty‘s examination regulatrons and wrll be liable to punrshment as determrned by Councrt Rough work may be done only on the examrnatron question paper and must be labelled as such No notes may be made on any part of the body. such as the hands. or on any garment Thrs pageIpaper IS the property at the Unrversrty and under no crrcumstances may the candrdate retain II or take It out of the examrnatron venue PLEASE COMPLETE THE ATTENDANCE REGISTER ON THE BACK PAGE, TEAR OFF AND HAND TO THE INVIGILATOR MarksI Punte Examiners I Eksaminatore Question No Vraagnr Total I Totaal WAARSKUWING 1 NB ‘n Kandrdaat wat sender magtrgrng enlge boek, dokument ol voorwerp wat hom In the eksamen behulpsaam kan wees, In the eksamenlokaal rnbnng en nalaat om dre ongemagtrgde matenaal aan die opSIener te oomandrg voorclat dre eksamen amptellk ‘n aanvang neem. sat skuldlg wees aan oortredrng van die Unrversrtert se eksamenregulasres en hom blootstel aan stral soos deur the Read van dte Untversrtert bepaal mag word Kladwerk mag slegs op dre eksamenvraestel gedoen word en moet as sodanlg aangedur word Geen aantekenrnge mag op enrge Ilggaamsdeel, byvoorbeeld dle hande. of op entge kledlngstuk aangebnng word nre Hlerdre bladsyIvraestel Is the erendom van die Unrversrtert en onder geen omstandrghede mag 'n kandtclaat clrt behou of tilt dre eksamenlokaal neem nre VOLTOOI ASSEBLIEF DIE BYWONINGSREGISTER OP DIE AGTERBLAD. SKEUFI AF EN OORHANDIG AAN DIE OPSIENER [TURN OVER] [BLAAI 0M] UNIVERSITY EXAMINATIONS UNIVERSITEITSEKSAMENS U N I SA :fmsvgurfhtyafru PRS401 C JanuaryfFebruary 2014 JanuanelFebruane 2014 MATHEMATICS TEACHING WISKUNDEONDERRIG Duration 2 Hours 100 Marks Tydsduur 2 Uur 100 Punte EXAMINERS 1' EKSAMINATORE FIRSTI EERSTE PROF A DICKER SECOND I TWEEDE DR FD MAHLO Closed book examination Toeboekeksamen This examination question paper remains the property of the Universny of South Africa and may not be removed from the examination venue Hierdle eksamenvraestel bly die elendom van die Unwersrtelt van Surd-Afrlka en mag me Hit the eksamenlokaal verwyder word me This paper consrsts of TWELVE (12) pages. Hierdie vraestel bestaan uit TWAALF (12) bladsye. This paper consists of both languages. The Afrikaans questions follow directly after the English questlons Hierdie vraestel bestaan uit beide tale. Die Afrikaanse vrae volg direk na die Engelse vrae. NB ANSWER ALL THE QUESTIONS! NUMBER YOUR QUESTIONS CAREFULLY AND WRITE LEGIBLE USE SKETCHES T0 ILLUSTRATE ANSWERS WHERE NEEDED U MOE T AL DIE VRAE BEANTWOORD! NOMMER U VRAE SORGVULDIG EN SKRYF LEESBAAR. MAAK SKETSE OM U ANTWOORDE TE ILLUSTREEH WAAR NODIG [TURN OVER] [BLAAI OM] 3 PRS401C JAN/FEB 2014 QUESTION 1 1.1 Explain in your own words what is meant by “children construct their own ' knowledge”. Verdwdelik in u ere woorde war bedoel word met "children construct their own knowledge” (5) 1.2 What is the difference between teacher-directed (traditional transmissmn directed) and learner-directed teaching approach? Wat IS die verskil tussen onderwyser—gesentreerde (ou tradiswnele transmrssre gerigte) onderrig en feerdergesentreerde onderrig'7 (5) [TURN OVER] [BLAAI OM] 4 PRS401C JAN/FEB 2014 1.3 Explain in short how you WIII guide learners to understand each of the following concepts Verduadehk korfllks hoe u Ieerders sat begeler om die volgende konsepte re verstaan 1.3.1 Relatlonship of one or two more and one or two less Verhoudmg van een of twee meer en een of twee minder (3) 1.3.2 Cardinallty Kardmale gerafle (3) 1.3.3 Anchoring numbers to 5 and 10 Koppelgetafle van 5 en 10 (anchoring numbers) (3) [TURN OVER] [BLAAI 0M] 5 PRS401C JAN/FEB 2014 1.4 Why is reflectlon In the mathematics classroom Important? Waarom rs refleksre (nadenke) beiangnk m dre wrskunde klas? (3) 1.5 What mistakes do teachers make regarding the use of models in the mathematics classroom? Wetter foute begaan onderm/sers ten opsrgte van dre gebrurk van modefle m dre Wiskunde Has? (5) [TURN OVER] [BLAAI 0M] 6 PRS401C JAN/FEB 2014 1.6 Name and discuss 5 different models that one can use to teach place-value. Noem en bespreek 5 verskrflende modelle war gebrunk kan word om plekwaarde te ondemg (1 O) 1 7 Assessment forms an Integral part of all teaching and learning. Discuss thlS statement usmg the followmg headings: Assessermg vorm ‘n mtegrale- deel van ondemg en leer Bespreek hierdre stellmg onder dte volgende onderafdelmgs 1.7.1 Lesson planning Lesbeplanmng [TURN oven] [BLAAI 0M] 7 PRS401C JAN/FEB 2014 1.7.2 Appropriate assessment Toepashke assessermg 1.7.3 Different assessment techniques Verskrflende assessenngstegmeke (10) [TURN OVER] [BLAAI OM] 8 PRS401C JAN/FEB 2014 1.8 Give examples of the following concepts: Gee voorbeeide van die voigende konsepte 1.8.1 Repeating patterns Patroonherhaimg 1.8.2 Repeating number patterns Herhalende gefalspatrone 1.8.3 Growing patterns Ontw1kkelende/groeiende (growmg) patrone (6) 1.9 Explain what is meant by sharing tasks as introduction to fractions. Verdurdeflk war bedoei word met verdelmgstake (sharing tasks) by aanvangsbreuke (3) [TURN OVER] [BLAAI OM] 9 PRS401C JAN/FEB 2014 1 10 Show how you Will Introduce fractions to grade one’s usmg an area model. Verdurdellk hoe u breuke aan graad 1 leerders sal bekendstel deur gebrwk te maak van ‘n areamodel (4) [60] QUESTION 2 21 Name and briefly describe (in one sentence) the Van Hiele levels of geometric thought. Noem en beskryf korthks (m een 3m) die vlakke van meetkundlge denke volgens Van Hiele (10) [TURN OVER] [BLAAI 0M] 2.2 2.3 10 PRS401 C JANlFEB 2014 Explain the characteristics of the Van Hlele level. Bespreek dre elenskappe van die Van Hlele denkvlakke (8) The followmg measuring concepts namely length, volume, weight and area must be taught in the Foundation Phase. Explain how you will teach each of these concepts using informal unlts. State which unit may be used and what apparatus (model) you WI" use for each concept and Illustrate your answer where possible. Die volgende meetkonsepte naamllk, lengle, volume, gewrg en oppervlakte moet ln die Grondslagfase ondemg word Verdurdellk hoe u elk van dle konsepte sal ondemg deur gebrmk te maak van :nformele male Verklaar wetter meeteenhelo‘ (Informeel) en apparaal (model) wr elke konsep gebrurk ken word en Illustreer u anlwoord waar moontllk [TURN OVER] [BLAAl OM] 24 11 PRS401C JAN/FEB 2014 (12) Young learners often find difficulty In reading analog clocks Name 2 different media that you can use In your classroom to teach time Jong Ieerders ervaar dtkweis probieme om anaiogrese horlosaes te lees Noem 2 verskmende media (apparaat) wat u m die klaskamer kan gebrurk om tyd te onderng (4) [TURN OVER] [BLAAI 0M] 2.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.5 2.5.6 12 Draw each of the following figures: Teken elk van dre volgende figure Paralellogram Parallelogram Rhombus Hombus Cone Keel Ellpse Elrps Pyramid Piramlede Prism Pnsma EXAMINERSI EKSAMINATORE: FIRST] EEHSTE: SECOND I TWEEDE: PROF AM DICKER DR FD MAHLO © UNIISA 2013 PRS401C JAN / FEB 2014 (6) [40] TOTAL! TOTAAL: [1 00] ...
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