Exam (elaborations)
OPM1501 EXAM PACK
- Course
- OPM1501 EXAM PACK
- Institution
- University Of South Africa
Exam of 12 pages for the course OPM1501 EXAM PACK at University of South Africa (OPM1501 EXAM PACK)
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OPM1501Oct/Nov 2020
UNIVERSITY EXAMINATIONS
Oct/Nov 2020
OPM1501
ORIENTATION TO PRIMARY MATHEMATICS (OPM) 1501
TOTAL MARKS: 100
3 hours 30 minutes
This paper consists of Seven (7) pages.
INSTRUCTIONS:
• Non-programmable calculators may be used, unless otherwise specified.
• This is NOT an open-book examination and study material, or notes may NOT be consulted during
the examination.
• Read the questions carefully.
• Use of a non-programmable pocket calculator is allowed.
• It is in your own interest to write legibly and to present your work neatly.
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[TURN OVER]
, OPM1501
Oct/Nov 2020
Question 1
To develop essential mathematics skills, the learner should learn to investigate, analyse,
represent and interpret information. Reflect on this statement when answering the following
questions:
1.1 Show how you, the teacher, would incorporate an essential mathematics skill in
the teaching and learning of mathematics?
As the teacher I would use these skills in my classroom by solving and teaching
math problems by relating the problems to the children’s everyday lives. I would
make interesting ways in incorporating teaching by using physical objects to show
the learners how to add and subtract such as coloured blocks. For those learners
who struggle with mathematics I will put in that extra time to help them find new
ways to solve problems that they have not tried before. I will try to create a fun and
welcoming atmosphere for the learners to feel confident in doing maths. I would
use a variety of resources such as graphs and examples from our everyday lives. (5)
1.2 To develop mathematical proficiency, learners need to learn mathematics
successfully. Discuss the FIVE strands of mathematical proficiency and name the
different aspects of learning mathematics that each covers.
The five strands are productive disposition, conceptual understanding, strategic
competence and adaptive reasoning as well as procedural fluency. Productive
disposition is when you increase your skills of how you teach maths. Conceptual
understanding is the core knowledge and skills you should have to teach maths.
Strategic competence is when the teacher is prepared for problems that may come
up during solving math problems. Adaptive reasoning is the explanation of why the
teaching is done the way it is, the teacher will also look at how to make these
teaching practices better and how to improve them. Procedural fluency is how the
teacher practices their daily teachings and tasks. (10)
1.3 The "after" phase in the teaching through problem-solving approach is critical
for both learners and teachers. Learners often learn the most in this phase. It is
not a time to check answers, but for the class to share ideas. Discuss what
2
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