FMT3701 EXAM PACK 2023 LATEST QUESTIONS AND ANSWERS.
NUMBERS
ADDITION:
● A way of putting together 2 or more things to find out how many there are
... [Show More] together.
● Each addition fact is made up of 2 or more addends and a sum
● Some beginners practise with coins or bottle caps
● Each addition fact consists of an (ADDEND) + (ADDEND) = (SUM)
BASIC FACTS
COUNTING TOGETHER When you put together 2 or more sets to form a new set and
find out how many there are together in the new set, you can
count them together.
THINKING TOGETHER Is a quicker way of adding than counting together.
Example:
4 + 5 = ???
(4+4= 8 ) so (4+5 will be 1 more)
therefore 4 + 5 = 9
REGROUPING Changing the sets to the nearest 10 is called regrouping
EXAMPLE: 9 + 6 +15 OR (9 +1 =10) and (6 -1 = 5)
NUMBERS AND CALCULATIONS 1
SUBTRACTION
● A way of taking away a number of things from a larger number of things
● A number is taken away to find out how many things are left
● Each subtraction fact consists of a MINUEND, a SUBTRAHEND and a REMAINDER or
DIFFERENCE.
BASIC FACTS
DICE AND DRILLING ACTIVITIES
➔ use one/two more than dice
➔ 1 : labelled with +1, +2
➔ 2 : labelled 4, 5, 6 ,7, 8, 9
➔ After each roll of the dice, children should say the complete fact: four and two is six
DISCUSS THE USE OF DICE IN THE DRILLING ACTIVITIES IN THE MATHEMATICS
CLASSROOM. EXPLAIN THE CONCEPTS THAT CAN BE MASTERED AS WELL AS DRAW
(SHOW) THE DICE THAT YOU WILL USE(5)
● Drill is good for strengthening memory and retrieval capabilities.
● Dice can be used to to complete the facts of numbers for example if you get’ 3 and 6 its 9’
● They can use it to add doubles doubling the number that they get.
● They can use a dice with numerals or the one with just number symbols.
NUMBERS AND CALCULATIONS 2
DRILLING ACTIVITIES (PG 160)
ADDITION GAMES
● ICE-CREAM ADDITION
● JUMPING MATH
● WORD PROBLEMS
SUBTRACTION GAMES
● SUBTRACTION WAR
DONE ABOVE OR READ PAGES 165 – 167 FOR ADDITION AND 168 FOR SUBTRACTION
LUDO, SNAKES AND LADDERS, HOPSCOTCH ETC
NUMBERS AND CALCULATIONS 3
UNDERSTANDING PLACE VALUE OF NUMBERS IS IMPORTANT.
Place value concepts help lay the foundation for all higher level math. Teaching place value to
students requires teaching in a way that they will master the underlying concepts, as well as the
mechanics. That requires effective teaching strategies presented in a step by step fashion.
● Assess readiness skills before teaching place value. The Yale National Initiative
recommends ensuring that students have mastered counting numbers one through 10 and
understand one to one correspondence. They should also be able to say, write and read
numbers, and do simple addition and subtraction
● Start with manipulatives (tangible objects that can physically be counted), then move to
pictures or other visual representations when students first learn place value. It is
recommended to use abstract numbers after the basic concepts have been reinforced
with manipulative and visuals.
● Require students to practice putting objects or manipulatives into groups of 10. Then have
students group their 10's into groups of 100, or 10 groups of 10.
● Show students how to compare groups. Students should put groups together and take
them apart while identifying the value of each group. For example, students could count
out 30 objects. They can then put three groups of 10 together and identify it as a quantity
of 30. The students should be able to compare the two groups and identify 30 as actually
being three groups of 10. They can make similar groupings and comparisons for the
hundreds place.Require students to practice putting numbers on a place value chart and
then writing out the numbers in expanded form. This emphasizes the place value of
numbers.
● For example, 3,000 in expanded form would be 3 x 1,000, 3 x (10 x 10 x 10), and 3 x 10 to
the third power.
NUMBERS AND CALCULATIONS 4
EXPLAIN HOW AND WHAT YOU WILL USE TO TEACH THE DOUBLE AND NEAR DOUBLE
CONCEPT TO LEARNERS IN THE FOUNDATION PHASE. YOU MAY ILLUSTRATE THE
ANSWER BY USING DIFFERENT MEDIA (10) pg. 101
Different media I would use to teach the double concept are:
● Picture cards with the basic fact on the card such as a spider with 8 legs (4 + 4 = 8), two
hands (5 + 5 = 10), 2 rows of 6 eggs in a carton (6 + 6 = 12)
● Double dominoes -show learners dominoes with doubles. The learners can add the sides
together to get double answer.
● · Word problems such as Johnny and Jack each had 7 toys. How many did they have
altogether? (7 + 7 = 14). Mary had 5 strawberries and Sam had 5 oranges? How many
fruits did they have together (5 + 5 = 10).
● · Can use body parts such as hands, feet, arms and legs of which there are two. 2 hands
with 5 fingers = 10 fingers, 1 arm + 1 arm = 2 arms, 2 feet with 5 toes on each = 10 toes.
● Double chart - learners can work out using grid that double 2 is 4, double 3 is 6, double 4
is 8, double 5 is 10, double 6 is 12 …. double 9 is 18. (x-axis 0 – 9 and y-axis 0-9)
● · Flash cards – e.g double 6 – learner will call out answer which is 12.
● Doubles jigsaw (1 + 1 on one side, picture of number 2 on other side)
● Double the spots on ladybird worksheets – draw double the dots of opposite side of the
ladybird and add the sides to get the double answer.
● I would teach near-doubles once the learners understood the doubles concept. I would
explain the concept as doubling the smaller number and adding 1. Different media I would
NUMBERS AND CALCULATIONS 5
use board to write examples. 2+3 = _, 4+5 =... I would explain this as double 2 = 4, 4 + 1 =
5 therefore 2 + 3 = 5, double 4 = 8, 8 + 1 = 9 therefore 4 + 5 = 9.
● Use a dice. Roll the dice. If roll a 5 then learner must say “5 + 6 = 11”.
DOUBLE OR NEAR DOUBLE RELATIONSHIPS
- Understand that the double of 2 is 4/ 4 is equal to double 2 – this knowledge can be attained
when learners can count well (backwards forwards skip count)
- Understand 2 and 2 = 4/ for 7 they understand to be double 3 and another 1.
- Maths games can be used – roll dice and double the number.
SEE BELOW
NAME 2 GROUPABLE AND TWO PRE-GROUPED MODELS FOR TEACHING PLACE VALUE.
pg. 127 [Show Less]