PRS401C-2015-10-E-1 - fig urn uly UNISA u'von-lhairm...

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Unformatted text preview: fig urn: uly UNISA u'von-lhairm PRS401 C 2 HOURS! 2 URE OCT/NOV 2015 MATHEMATICS TEACHING WISKUNDEONDERRIG 2! RI Ihnen ‘ For: QSE'BY'EXAMINMON INVIGIL‘ATOH uni-A ”MIR Geenuigrgneun EKSAMENOP‘SIISNEVH " . ll ‘4‘ -r s f: J'i A 5 a I » I I 2 —. .a» é u n u -o 7 Subject I Vak Number of paper I Vraestelnommer Dare of examination / Datum van eksamen Examination centre I Eksamensentrum WARNING 1 A candidate who wnhoul authorusauon lakes Imo ins elammallon venue any book, document 0r obreci which could assst him In the exammauon, and does no! hand over such matarlll to the Invrgllalor before me offlcral commencement DI the exammatlon Will be gunty of l‘lfl’l’IQll‘lg the UnIverSIlys examination regulatwns and WIII be Ixable to punishment as detannlned bv Councul Rough walk may be done onry on me examination question paper and must be labaued as such No notes may be made on any pan of me body such as me hands or on any garment This pagaipaper a the progeny of me Unrversny and under no Circumstances may the candidate retain It or Iake It cm of We examtnahon venue PLEASE COMPLETE THE ATTENDANCE REGISTER ON THE BACK PAGE. TEAR OFF AND HAND TO THE INVIGILATOR STUDENT NUMBER I STUDENTENOMMER IDENTITY NUMBER I IDENTITEITSNOMMER x f ( Question ,No Vfaagnr H ‘MérksIPunte " ' gm , ‘ Examiners! Eksaininatore "I N am . N E Total I Total 6.4.59» 3 a WAAFISKUWING 1 NB n Kandloaal wat sander magtlgng emge book. dolcumem of voorwerp wai horn In Use aksamen bahulpsaam kan wees. In the eksamenlokaal nbnng an nalaai am the ongemaghgda marenaal aan die opssener te oomandlg voordat dle eksamen amptalxk n aanvang neem sal skuldq} wees aan oortredlng van dle Unwamllen se eksamenregulasms en horn bloots1el aan Sim! 5003 deur (he Flaad van die Universnelt bepaal mag word Kladwerk mag sIegs op die aksamenvraeslel gedoen word en moat as sodamg aangedu: word Geen aantekennga mag op enIge lrggaamsdaal byvoorbeefl die hands, of op enlge kleolngsluk aangebnng word nle Hierdle bladsylvraestel 6 due etendom van dle Unwersnen en onder geen omstandlghede mag n kandidaaI an behou of mi due eksameniokaal neem me VOLTOOI ASSEBLIEF DIE BYWONINGSFIEGISTEFI OP DIE AGTERBLAD. SKEUR AF EN OORHANDIG AAN DIE OPSEENEH UNIVERSITY EXAMINATIONS UNIVERSITEITSEKSAM ENS ‘1 U N I SA me PRS401 C OctoberINovember 2015 OktoberINovember 2015 MATHEMATICS TEACHING WISKUNDEONDERRIG Duration 2 Hours 100 Marks Tydsduur 2 Uur 100 Punte EXAMINERS I EKSAMINATORE FIRSTI EERSTE PROF A DICKER SECOND I TWEEDE DR R PAULSEN Closed book examination Toeboekeksamen This examination question paper remains the property of the Umversrty of South Africa and may not be removed from the examination venue Hlerdle eksamenvraestel bly dle elendom van die Unwersfleit van Suid-Afnka en mag me urt dle eksamenlokaal verwyder word nle TI'IIS examination question paper consrsts of FOURTEEN (14) pages Hrerdle eksamenvraestel bestaan wt VEERTIEN (14) bIadsye INSTRUCTIONS I INSTRUKSIES: ANSWER ALL FOUR QUESTIONS IN THE SPACE PROVIDED ON THE QUESTION PAPER. BEANTWOORD AL VIEFI VRAE OP DIE VRAESTEL IN DIE SPASIE TOEGELAAT. [TURN OVERIBLAAI OM] 3 PFlS401C 10/11 2015 QUESTION 1IVRAAG 1 1 1 Name and dlSCUSS three (3) counting pruncnples on whlch the development of learning to count WIth understandlng, relies Noem en bespreek drie (3) begmsels waarop die ontwrkkehng van leer om 19 tel met begnp, berus (6) 1 2 Prowde examples of strategies for the teaching and learnmg of anchoring numbers 5 and 10 to be used on (I) concrete, (ll) semi-concrete, (m) semI-abstract and (IV) abstract levels Gee voorbeelde van strategies W (119 onderng en leer van “anchoring” getalle 5 en 10 war gebrurk kan word op (I) konkrete, (”)39m1-konkrete, (m) semi-abstrakte en (IV) abstrakte Wake (5) [TURN OVERIBLAAI OM] 4 PRS401C 10/11 2015 1 3 Name two (2) pre-grouped and two (2) groupable models that can be used to teach and learn place value concepts Noem twee (2) vooraf gegroepeerde en twee (2) groepeerbare modefle wr die ondemg en leer van plekwaarde (4) [TURN OVER I BLAAI OM] 5 PRS401 C 10/1 1 201 5 1 4 Make use of Dlenes blocks to calculate 21 X 3. Illustrate your answer Gebrurk Drenes blokkres en bereken 21 X 3 Iliustreer u antwoord (10) [25] [TURN OVER I BLAAI OM] 6 PRS401C 10/11 2015 QUESTION 2NRAAG 2 2 1 DISCUSS critically Piaget and Vygotsky’s contnbutlon to the teaching and learning of mathematics and the implication thereof In applying the three kinds of knowledge for the mathemat1cs classroom Bespreek knfles Piaget en Vygotsk! se bydrae tot dre onderng en leer van Wlskunde asook die ImphkaSJe daarvan wr die toepassmg van die dne apes leer m die wrskundeklaskamer (12) [TURN OVER I BLAAI OM] 7 PRS401C 10/11 2015 2 2 Explain the advantages and disadvantages of whoie-class teaching In mathematics Verdurdehk die voordele en nadele van heel-klasonderng m wrskunde (8) [TURN OVER I BLAAI OM] 8 PRS401C 10/11 2015 2 3 Discuss the physmal envuronrnent of a Grade R classroom With regard to the teaching and learning of mathematics Bespreek die ftsrese omgewmg van ‘n Graad R klaskamer met berrekkmg to! die onderng en leer van wrskunde (5) [25] QUESTION 3! VRAAG 3 3 1 Explain the difference between evaluation and assessment In mathematics Verdurdehk die verskil fussen evaluenng en assessenng m mskunde (2) [TUFIN oven I BLAAI 0M] 9 PRS401C 10/11 2015 3 2 Name and dISCUSS five (5) Important reasons why we assess mathematrcs In the Foundation Phase Noem en bespreek vyf (5) redes waarom ons wrskunde m dre Grondslagfase assesseer (10) 3 3 Define the followrng concepts and use examples to enhance your answer Definreer dre volgende konsepre en gee ‘n voorbeeld om u antwoord toe re Irg 3.3.1 PatternIPatroon Defrne/Defrnreer Example/Voorbeeld [TURN OVER I BLAAI OM] 1O PRS401C 10/11 2015 3.3.2 Core of a patternIKem van ‘n patron Define/Defrmeer Example/Voorbeeld 3.3.3 AlgebralAlgebra Defme/Defmteer Example/Voorbeeld 3.3.4 A functlon in mathematicsl’n Funksie in wiskunde Deflne/Deflmeer Example/Voorbeeid (3) [TURN OVER I BLAAI OM] 11 PHS401C 10/11 2015 3 4 Explain how Foundation Phase learners WIII share equally 3 plzzas among 5 learners Illustrate your answer Verdurdelrk hoe Grondslagfase Ieerders 3 pizzas gelyk verdeelr tussen 5 leerders Hirstreer u antwoord (5) [25] QUESTION 4IVRAAG 4 4 1 Use the four (4) steps for teachlng and learnan measurement and plan a length and dlstance-measurement actwrty Choose an actIVIty and apply the steps Gebrurk dle War (4) steppe wr dre onderrrg en leer van melrng en beplan ‘n lengte en afsrand aktrvrtert Kies n aktrwter’t en pas dre stappe toe (10) [TURN OVER I BLAAI OM] 42 421 422 423 424 43 12 PRS401C 10/11 2015 Name the followmg hgures/Benoem dle onderstaande figure 0 .................................................. a ................................................ fl ......... i ....................................... é ................................................ On which Van HIeIe level would you classufy the actIVIty done In 4 2 1 — 4 2 4‘? Op watter Van Hie/e viak sou u dte aktrwdert In 4 2 1 - 4 2 4 klassmseer? (1) [TURN OVER! BLAAI OM] 13 PRS401C 10/11 2015 4 4 Match the description In column A With the correct answer in column B Indicate your answer IN THE column provided as follows I e A1 = 83 Pas die beskrywmg In kolom A met die korrekte antwoord in kai'om B Skryf slegs die antwoord soos volg in die koiom war voorsren is, bv A1 : BS man—— 1 space InSlde a region loppervfate in ‘n _- sasre the amount that a container Will hold 2 weight lgewrg [die hoeveelherd m ‘n houer _- the amount of space that an obiect 3 mass/massa takes up [die hoeveelheid spa5ie wat‘ n ob ek vul 4 the measure of the pull or force of 4 areai’oppervlakte graVIty on an object Idie hoeveeiheid trekkrag war die aantrekkmgskrag up ‘n voorwerp her the measure of the force needed to volume! volume accelerate the amount of matter In an object! die hoeveelneid krag wat nodig :5 cm 77 voorwerp te laat beweeg sorting and classrtying of shapes based on appearance/ sortering en klassrfrkasre van voorwerpe vofgens voorkoms sorting and classrtying of shapes based on the properties of shapes lson‘enng en klassrfrkasre van voorwerpe op grand van hut eienskappe understanding of the relationships among properties of geometric objects fbegnp van dre verwanrskappe tussen eienskappe van meetkundige voorwere 9 deductive axromatic systems of 9 rigor/rigor geometry/ deduktiewe aksromas van wrskundi e srsteme 10 comparison and contrast among 10 deduction/afleiding axromatic systems of geometry lvergerkmgs en konstrastenng van aksromatiese Sisteme in meetkunde analysrs level/anahse vIak informal deduction:f informele afleidrng Visualization level lwsualiseringsvlak (10) [25] [TURN OVER/BLAAI OM] 45 14 PRS401C 10/11 2015 Make use of the Irregular figure to explain how you Will teach learners the concept of area Illustrate how learners Will work What medrum can you use In thus actIVIty‘? Maak gebrurk van dle one weredrge frguur om oppervlakte aan leerders re vedurdellk Illustreer hoe dre leerders sal werk Waiter medium kan U W hrerdre aktrwrtert gebrurk? (5) TOTAUTOTAAL: [100] G UNISA 2015 ...
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