Orientation to Intermediate Phase Mathematics (OPM1501)
Institution
University Of South Africa (Unisa)
Book
Teaching Mathematics
OPM1501 Assignment 3 (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED Answers, guidelines, workings and references ................... Question 1
1.1.
Complete the following function machines so that the inputs give the correct outputs:
a)
32 224 (3)
b)
1080 − 960 (3)
c)
525 25 (3)
d)
5...
TMS3726 Assignment 3 (COMPLETE QUESTIONS & ANSWERS) 2024 (Unique No. 566030 ) - DUE 30 August 2024
TMS3726 Assignment 3 (COMPLETE QUESTIONS & ANSWERS) 2024 (Unique No. 566030 ) - DUE 30 August 2024
TMS3726 Assignment 3 (COMPLETE QUESTIONS & ANSWERS) 2024 (Unique No. 566030 ) - DUE 30 August 2024
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Orientation to Intermediate Phase Mathematics (OPM1501)
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OPM1501
Assignment 3 2024
Unique #:839194
Due Date: 8 July 2024
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1.
a. x7
b. - 2 040
c. ÷ 21
d. – 240
1.2.
It would not be possible to complete the number line because the given numbers
are not in a consistent sequence. There is no pattern or progression that allows for
a logical filling in of the missing numbers..
The difference between 19 and 31 is 12, while the difference between 31 and 42 is
11. There is no consistent pattern for the missing numbers, so it is not possible to
determine the correct values to fill in the blanks.
Without a clear pattern, it is impossible to determine what numbers should come
between the given numbers
1.3.
a.
• Hands-on Manipulatives: Provide students with a set of 32 objects (blocks,
counters, etc.) and ask them to arrange them into equal groups to find the
missing factor. For example, they can group the 32 objects into 7 equal
groups to find that 32 x 7 = 224. Through this hands-on activity, students
can gain a concrete understanding of the concept of multiplication and how
to generate the rule for the given equation.
• Number Line or Array: Use a number line or an array to visually represent
the multiplication problem. For example, draw a number line with intervals
of 32 and ask students to find which number, when multiplied by 32, equals
224. Alternatively, create an array representing 32 x 7 to show the
relationship between the factors and the product. This visual
representation can help students see the pattern and form the rule for the
given multiplication equation.
Varsity Cube 2024 +27 81 278 3372
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