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OPM1501
OPM1501/501/2019
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CONTENTS
Page
INTRODUCTION v
Learning unit 1: WHAT IT MEANS TO DO MATHEMATICS 1
1.1 What is mathematics? People’s views 1
1.2 A classroom environment for doing mathematics 4
1.3 What does it mean to learn mathematics? 6
1.4 What does it mean to understand mathematics? 10
Learning unit 2: TEACHING THROUGH PROBLEM SOLVING 17
2.1 What is a problem? 17
2.2 What is problem solving? 17
2.3 Routine and nonroutine problems 19
2.4 Good problems have multiple entry points 22
2.5 A three-phase lesson format 23
Learning unit 3: NUMBERS AND OPERATIONS 30
3.1 Numbers, numerals and digits 30
3.2 The Hindu-Arabic numeration system 31
3.3 Understanding place value 32
3.4 Models to illustrate place value 33
3.5 Operations on whole numbers 36
3.6 Large numbers 49
3.7 Illustrating numbers on the number line 51
3.8 Rounding off 52
3.9 Prime numbers 52
3.10 Rules of divisibility 53
3.11 Multiples54
3.12 Factors55
Learning unit 4: FRACTIONS57
4.1 Basic fraction concepts 57
4.2 Fraction models 58
4.3 Fraction notation 59
4.4 Non-unit fractions 60
4.5 Number line presentations 61
4.6 Equivalent fractions 62
4.7 Comparing fractions 64
4.8 Addition of fractions 65
4.9 Subtraction of fractions 67
4.10 The meaning of “of ” 68
4.11 Multiplication of fractions 69
Learning unit 5: NUMERIC AND GEOMETRIC PATTERNS 75
5.1 What is a pattern? 75
5.2 Numeric patterns 76
5.3 Geometric patterns 82
5.4 Generating number patterns using flow diagrams 85
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Learning unit 6: SPACE AND SHAPE 89
6.1 Introduction to shapes 89
6.2 Van Hiele’s levels of geometric thought 90
6.3 Flat shapes 92
6.4 Polygons93
6.5 Triangles94
6.6 Quadrilaterals95
6.7 Space shapes 99
6.8 Practising how to draw 3D objects 103
6.9 Nets of polyhedra 104
6.10 Drawings from different views 105
Learning unit 7: TRANSFORMATION GEOMETRY 107
7.1 Introduction107
7.2 Transformation geometry 108
7.3 Translation109
7.4 Reflection 110
7.5 Rotation113
7.6 Combination of transformations 114
7.7 Summary and conclusion 116
Learning unit 8: MEASUREMENT119
8.1 Introduction to measurement concepts 119
8.2 The meaning and process of measurement 120
8.3 Measuring units 120
8.4 Piaget’s theory of readiness 124
8.5 The role of estimation 125
8.6 Measurable attributes 126
8.7 Measurement content 128
8.8 Conclusion/summary139
Learning unit 9: STATISTICS OR DATA HANDLING 141
9.1 Why do we need statistics? 141
9.2 Data collection methods 141
9.3 Organising and interpreting data 142
9.4 Measures of central tendency 150
(iv)
1 INTRODUCTION
If you were unsuccessful in mathematics in high school, you should not feel
overwhelmed by having to study this module. If you work through this tutorial
letter meticulously, you might find that concepts become clearer, and that you actually
start to enjoy doing mathematics!
In this module, we endeavour to move away from the traditional way of teaching
mathematics. We focus on understanding the basic concepts, which form the
foundation of the learning of mathematics.
There are many activities in this study guide, and we advise you to buy an exercise
book and make an effort to do all of them.
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Section 2 contains the specific aims of the Intermediate Mathematics Curriculum
and the skills that learners should develop while studying mathematics
AIMS
The teaching and learning of Mathematics aim to develop
SKILLS
To develop essential mathematical skills the learner should
On the next four pages, you will find a brief summary of the curriculum. It gives
you an idea of what has to be taught in the four school terms.
(vi)
Introduction
GRADE 4
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GRADE 5
(viii)
Introduction
GRADE 6
OPM1501/1(ix)
GRADE 7
The National Curriculum Statement Grades R-12 aims to produce learners who are
able to:
•• identify and solve problems and make decisions using critical and creative thinking;
•• work effectively as individuals and with others as members of a team;
•• organise and manage themselves and their activities responsibly and effectively;
•• collect, analyse, organise and critically evaluate information;
•• communicate effectively using visual, symbolic and/or language skills in various
modes;
•• use science and technology effectively and critically showing responsibility towards
the environment and the health of others; and
•• demonstrate an understanding of the world as a set of related systems by recognising
that problem solving contexts do not exist in isolation. (DBE NCS 2011:5)
SPECIFIC AIMS
The teaching and learning of mathematics aim to develop (Department of Basic
Education 2011:8):
(x)
Introduction
OPM1501/1(xi)
(xii)
LEARNING UNIT 1 LEARNING UNIT 1
1 WHAT IT MEANS TO DO MATHEMATICS
Before you read any further, we need you to think about what mathematics means
to you.
ACTIVITY 1.1
Write a short paragraph on your experiences as a learner in a mathematics
class when you were at school. Write at least one good experience and one bad
experience.
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The stereotypical traditional view emphasises procedures and the solving of routine
problems, with teachers showing and telling, while learners listen and repeat.
Picture 1
Picture 2
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LEARNING UNIT 1: What it means to do mathematics
Picture 3 http://outstandingtogood.blogspot.com/2013/08/groups-v-pairs-v-individual-
work-pre.html
Picture 4
Picture 5
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Picture 6
ACTIVITY 1.2
Write a paragraph to describe what you think each of the pictures (photos)
represents. Do not rush through the activity. Write as much as you can about the
situation depicted in each picture.
ACTIVITY 1.3
(1) Name the words that you can relate to teaching and learning in a traditional
mathematics classroom.
(2) Look at the verbs related to the “doing” of mathematics in a mathematics
classroom as mentioned in the text. Use each of them in a sentence to relate
them to the doing of mathematics.
(3) Describe the role of the teacher and the learners in a classroom where they
are doing mathematics.
It is the job of the teacher to ensure that every child learns to do mathematics, but
for this, the right environment is important.
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LEARNING UNIT 1: What it means to do mathematics
ACTIVITY 1.4
A Grade 6 learner did the following calculation to find the product of 2 175 × 26:
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The fact is, that when we teach an algorithm in mathematics (like long multiplication)
and then give learners exercises to do in their books, they are not “doing” mathematics.
This does not mean that teachers should not give learners this kind of exercise, which
is simple drill-work, but that drill should never come before understanding.
Repetitive drill of bits and pieces is not “doing” mathematics and will never result in
understanding. Only when learners are capable of making sense of things by “doing”
mathematics in the classroom will they be truly empowered.
The general principles of constructivism are based largely on the work of Piaget.
According to Piaget, when a person interacts with an experience/situation/idea, one
of two things may happen. Either the new experience is integrated into the person’s
existing schema (a process called assimilation) or the existing schema is adapted
to accommodate the new idea/experience (a process called accommodation or
adaptation).
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LEARNING UNIT 1: What it means to do mathematics
ACTIVITY 1.5
The diagrams below give a visual representation of the ideas of Piaget.
While there may be wide variation of activities and content in a Vygotskian classroom,
the following four principles always apply:
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ACTIVITY 1.6
The following tasks are given (translated into a South African context):
Now look at two attempts from Grade 4 learners to solve this problem:
(a) Explain in your own words how the two learners solved the problem.
(b) What is an algorithm?
(2) LPQ Toy Store is filling small boxes with three Smarties in each. If they have
24 Smarties, how many small boxes will they be able to make?
Both learners in the above activity display conceptual understanding. They did not
follow the formal division algorithm, but made up their own strategies.
ACTIVITY 1.7
Consider the following subtraction using the vertical algorithm, which a learner
did, and answer the questions:
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LEARNING UNIT 1: What it means to do mathematics
(1) What calculation error did the learner make in the subtraction?
(2) What conceptual error did the learner make? (Think of place value.)
(3) Did the learner clearly understand the rule, “borrow from the next column”?
Explain your answer.
Constructivism is a theory about how we learn. So, even rote learning is a construction.
However, the tools or ideas used for this construction in rote learning are minimal.
You may well ask: To what is knowledge, which is learnt by rote, connected?
This makes learning much more difficult because rules are much harder to remember
than integrated conceptual structures that are made up of a network of connected
ideas. In addition, careless errors are not picked up because the task has no meaning
for the learners and so they have not anticipated the kind of result that might emerge.
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•• The facilitator pays little attention to the needs, interests and development of
learners.
•• Knowledge learnt by rote is hardly connected to learners’ existing ideas (i.e. the
child’s cognitive schemata) so that useful cognitive networks are not formed –
each newly formed idea is isolated.
•• Rote learning will almost never contribute to a useful network of ideas.
•• Rote learning can be thought of as a “weak construction”.
ACTIVITY 1.8
Read the section above about “rote learning”. Seven weaknesses are listed at the
end. Write your own interpretation of each of these weaknesses (do not simply
repeat what is said here).
Teaching strategies that you need to use for successful teaching of mathematics are
informed by constructivism, and sociocultural perspectives are informed by the
following ideologies:
ACTIVITY 1.9
Discuss each of the strategies in a paragraph of about five points each.
Grossmann (1986) cites another obstacle to understanding, that is, the belief that one
already understands fully. Learners are often unaware that they have not understood
a concept until they have to put it into practice. How often has a teacher given a class
a number of similar problems to do (after demonstrating a particular number process
on the board), only to find a number of children who cannot solve the problems?
Those learners thought that they had understood, but they did not. The situation
becomes just as problematic when there is an absence of a schema – that is, no schema
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LEARNING UNIT 1: What it means to do mathematics
to assimilate into – but just a collection of memorised rules and facts. For teachers
in the intermediate phase, the danger lies in the fact that mechanical computation
can obscure the fact that schemata are not being constructed or built up, especially in
the first few years – this is to the detriment of learners’ understanding in later years.
Understanding depends on the existence of appropriate ideas and the creation of new
connections. The greater the number of appropriate connections to a network of
ideas, the better the understanding will be. A person’s understanding exists along
a continuum. At one pole, an idea is associated with many others in a rich network
of related ideas. This is the pole of so-called “relational understanding”. At the other
pole, the ideas are loosely connected, or isolated from each other. This is the pole
of so-called “instrumental understanding”.
ACTIVITY 1.10
(1) Explain the difference between relational understanding and instrumental
understanding.
(2) Explain why relational understanding has a far greater potential for
promoting reflective thinking than instrumental understanding.
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Understanding is about being able to connect ideas together, rather than simply
knowing isolated facts. The question, “Does the learner know it?” must be replaced
with “How well does the learner understand it?” The first question refers to
instrumental understanding and the second leads to relational understanding.
Memorising rules and using “recipe” methods diligently in computations are to
know the idea. Where the learner connects a network of ideas to form a new idea
and arrive at solutions is called “understanding the idea” and contributes to how
a learner understands.
ACTIVITY 1.11
Read the above description about “understanding mathematics”.
In the drawing alongside blue dots (B) are used to illustrate ideas we already have,
and the red dot (R) shows the new idea that we construct. In this way, a network
of connections between our ideas is established. The more ideas used and the
more connections made, the better we understand.
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LEARNING UNIT 1: What it means to do mathematics
A simple example of an algorithm is the set of steps used to perform the addition
5
of fractions, for example, 1 + . The use of algorithms is often helpful, but, to be
3 6
helpful, algorithms must be understood. Njisane (Moodly, 1992) comments that an
algorithm that is properly understood may free the mind for further thinking, whereas
using an algorithm without insight may be frustrating. This is the difference between
the “how” and the “why” or between procedural and relational understanding (i.e.
forming a network of connected ideas). If the procedure refers to what we do when
following a set of steps, then relational understanding refers to why we do whatever
we do.
Mathematics consists of more than just concepts. Of course, there are step-by-step
procedures for performing tasks such as the following:
Concepts are represented by special words and mathematical symbols (such as π, =, <,
>, //, ≡, ∠ABC = 45°, and so on). These procedures and symbols can be connected
to or supported by concepts − however, few cognitive relationships are needed to
have knowledge of a procedure (since these could be diligently memorised through
drill and practice).
(8 + 7) ÷ 3 + 10 = 15 ÷ 3 + 10 = 5 + 10 = 15 and
15
8 + 7 ÷ (3 + 10) = 15 ÷ 13 = .
13
However, the meaning we attach to symbolic knowledge depends on how it is
understood – that is, what concepts and other ideas we connect to the symbols.
Mathematical concepts have only mental existence – that is, the subject matter
of mathematics is not to be found in the external world, accessible to our vision,
hearing and other sense organs. We can only “do” mathematics because our minds
have what Skemp (1964) refers to as “reflective intelligence” – the ability of the
mind to turn away from the physical world and turn towards itself. We can use
physical objects to represent mathematical ideas, and to help us in the teaching of
these ideas, but in the end, learners will have to form the idea in their own head, as
a concept, unattached to any real object.
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The figure below provides different mathematics representations (graph, table and
diagram are grouped as pictures).
ACTIVITY 1.12
Answer the following questions:
(1) You may talk of 100 people, 100 rand or 100 acts of kindness. Reflect on this
statement and then explain what is meant by the concept of 100. Discuss
this concept of 100 with fellow colleagues (students). If you do not agree,
establish why your understanding differs.
(2) Explain what a “model” for a mathematical concept refers to. Provide an
example.
(3) List at least five models (apparatus/manipulatives) that you would use in
your mathematics teaching. Indicate in each case how you would use the
particular model mentioned.
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LEARNING UNIT 1: What it means to do mathematics
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ACTIVITY 1.13
(1) How would you differentiate between mathematical proficiency and
mathematical teaching proficiency?
(2) What are the benefits of mathematical proficiency? Use your own words to
answer this question.
REFERENCES
Grossmann, R. 1986. A finger on Mathematics. Johannesburg: Esson.
Kilpatrick, J, Swafford, J & Findell, B. 2001. Adding it up: helping children to learn
mathematics. Washington DC: National Academy Press, chapter 4, 115–155.
Njisane, RA. 1992. Mathematical thinking, in Mathematics education for in-service and pre-
service teachers, edited by M Moodly, R Njisane & N Presmeg. Pietermaritzburg:
Shuter & Shooter.
Skemp, RR. 1964. A three-part theory for learning mathematics, in New approaches
to mathematics teaching, edited by FW Land. London: Macmillan.
Trapton, P. 1986. Mathematical learning in early childhood. NCTM, 37th yearbook.
Van de Walle, JA. 2007. Elementary and middle school mathematics: teaching developmentally.
6th edition. New York: Pearson Education.
16
LEARNING UNIT 2 LEARNING UNIT 2
2 TEACHING THROUGH PROBLEM
SOLVING
Hiebert et al (1997) bring the problem-solving approach for the teaching and learning of
mathematics with understanding to the fore when they state the following:
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However, problem solving should be more than a slogan offered for its appeal and
widespread acceptance – it should be the cornerstone of the mathematics curriculum
and instruction, fostering the development of mathematical knowledge and a chance
to apply and connect previously constructed mathematical understanding.
Problem solving is presented in the Curriculum and Assessment Policy Statement for
Intermediate Phase 4–6 (Department of Basic Education 2011) as follows:
ACTIVITY 2.1
Consider the following problem given to Grade 4 learners:
Complete the following to make it a true sentence. (A true sentence will be obtained
if the LHS of the equation is equal to the RHS of the equation.)
10 + _ _ _ = 4 + (3 + _ _ _ _)
Answer the following questions:
(1) Find the numbers for each blank to make the equation true.
(2) Find different pairs of numbers that will make the equation true.
(3) What is the relationship between the two numbers of any correct solution?
ACTIVITY 2.2
Select any strategy to solve the following problems. You must describe in your
own words how you are using the strategy.
Problem 1
Jack and Jill are at the same spot at the bottom of the hill, hoping to fetch a pail of
water. They both start walking up the hill. Jack walks 5 metres every 25 seconds,
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LEARNING UNIT 2: Teaching through problem solving
and Jill walks 3 metres every 10 seconds. They walk at a constant rate. Who will
reach the pail of water first?
Problem 2
In the diagram alongside, assume that the edge of each
square is 1 unit. Add squares to this shape so that the
perimeter (the distance around the entire shape) is 18
units.
However, the explanation is of little value since the rule is all that is necessary to get
through the day. An atmosphere that promotes curiosity, which encourages learners
to test their own hypotheses and to pursue their own predictions, is lacking. Learners
are not encouraged to create and invent their own constructions or ideas.
ACTIVITY 2.3
Here are some examples of routine and nonroutine questions. Which is which?
Why do you say that?
Find the solutions to each of the questions, and explain your own thinking processes.
You might find some of the questions problematic. Do not worry about that, but
give your best.
Just try to do them to the best of your knowledge. Be honest when you write about
your own experience when writing up your solutions.
Providing learners with opportunities to explore concepts in their own ways and
equipping them to deal with nonroutine tasks begs the question: Where do we start?
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The first difficulty with this approach is that it begins where the teacher is
rather than where the learner is. It assumes that all learners will be able to
make sense of the explanation in the manner the teacher thinks best. The
second difficulty with the teach-then-solve approach is that problem solving
is separated from the learning process. The learners expect the teacher to tell
them the rules and are unlikely to solve problems for which solution methods
have not been provided. In essence, learning mathematics is separated from
“doing mathematics”. This does not make sense.
•• Begin where the learners are, not where you as teachers are.
•• Teaching should begin with the ideas that learners already have – the ideas they
will use to create new ones.
•• Engage learners in tasks or activities that are problem based and that require
thought.
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LEARNING UNIT 2: Teaching through problem solving
Example
Cut open a cereal box (without a lid) so that it can lie flat:
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ACTIVITY 2.4
This is a drawing of a cube without a top (called an open cube).
(1) Which of the nets can be folded to make this box? Redraw these in your script.
(2) Now draw three different nets for a closed cube (6 faces).
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LEARNING UNIT 2: Teaching through problem solving
PROBLEM ON AREA
Having thought about these possible points, you will be better prepared to provide
a hint that is appropriate for learners who are “stuck” with strategies different to
the others.
ACTIVITY 2.5
(1) What does it mean to say that a task has multiple entry points?
(2) Write down any mathematical task for intermediate phase learners where
you can use at least two entry points.
This is in stark contrast to a lesson where a class works on a single problem and
engages in discourse about the validity of the solutions – more learning occurs and
much more assessment information is available.
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If you allow time for each of the before, during and after parts of the lesson, it is quite
easy to devote a full period to one seemingly simple problem. In fact, there are times
when the “during” and “after” parts may extend into the next day or even longer!
As long as the problematic feature of the task is the mathematics you want learners
to learn, much good learning will result from engaging learners in only one problem
at a time.
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LEARNING UNIT 2: Teaching through problem solving
•• You must demonstrate confidence in and respect for your learners’ abilities.
•• Your learners should get into the habit of working in groups (to indulge in co-
operative group work).
•• Listen actively to find out what your learners know, how they think, and how
they are approaching the task.
•• Provide hints and suggestions when the group is searching for a place to begin
or when they stumble. Suggest that they use a particular manipulative or draw a
picture if it seems appropriate.
•• Encourage testing of ideas. Avoid being the source of approval of their results
or ideas. Instead, remind the learners that answers, without testing and without
reasons, are not acceptable.
•• Find a second method. This shifts the value system in the classroom from answers
to processes and thinking. It is a good way for learners to make new and different
connections. The second method can also help learners, who have made an error,
to find their own mistake.
•• Suggest extensions or generalisations. Many of the good problems are simple on
the surface. The extensions are normally excellent. The general question at the
heart of mathematics as a science of pattern and order is: What can you find
out about that? This question looks at something interesting to generalise. The
following questions will help to suggest different extensions: What if you tried
…? Would the idea work for …?
Over time, you will develop your class into a community of learners who together are involved
in making sense of mathematics. Teach your learners about your expectations for this time
and how to interact with their peers.
In the after phase of a lesson, you may find that you will engage in the following
activities:
•• Engage the class in discussion. Rule number one is that the discussion is more
important than hearing an answer. Learners must be encouraged to share and
explore the variety of strategies, ideas and solutions, and then to communicate
these ideas in a rich mathematical discourse.
•• List the answers of all groups on the board without comment. Unrelated
ideas should be listened to with interest, even if they are incorrect. These can be
written on the board, and testing the hypothesis may become the problem for
another day, until additional evidence comes up that either supports or disproves it.
•• Give learners space to explain their solutions and processes. A suggestion
here is to begin the discussion by calling first on learners who are shy, passive
or lack the ability to express themselves – because the more obvious ideas are
generally given at the outset of a discussion. These reticent learners can then
more easily participate and thus be valued.
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•• Allow learners to defend their answers, and then open the discussion to the
class. Resist the temptation to judge the correctness of an answer. In place
of comments that are judgemental, make comments that encourage learners to
extend their answers, and that show you are genuinely interested. You may ask,
for example, “Will you please tell me how you worked that out?”
The following are three important goals of teaching using problem solving:
ACTIVITY 2.6
(1) Give reasons why there should be a shift in the thinking about mathematics
teaching.
(2) Use your own words to describe the teacher’s actions in the before, during
and after phases of a problem-solving lesson.
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LEARNING UNIT 2: Teaching through problem solving
goals for their learners’ learning. This is particularly the case when working with
new concepts of mathematics and learning.
Stein, Smith, Henningsen and Silver (2000) provide a framework for differentiating
between tasks, describing the different levels of thinking they require in order for
learners to be successfully engaged. They distinguish between tasks that have low-
level demands, such as memorisation and purely procedural tasks; those tasks that
demand a high level of mathematical thinking, such as procedural tasks that link to
enhancing understanding and sense-making; and those tasks that involve learners
in “doing mathematics” as they explore relationships and understand mathematical
concepts and processes.
The table below summarises the main features of the task analysis suggested by
Stein et al (2000).
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ACTIVITY 2.7
Give your own opinion on the following statement: “It is easier for a teacher to
teach using rote learning”.
REFERENCES
Hiebert, J, Carpenter, TP, Fennema, E, Fuson, KC, Wearne, D, Murray, H, Olivier, A
& Human, P. 1997. Making sense: teaching and learning mathematics with understanding.
Portsmouth, UK: Heinemann.
Nicholson, MJ. 1992. Problem solving, in Mathematics education for in-service and pre-
service teachers, edited by M Moodly, R Njisane & N Presmeg. Pietermaritzburg:
Shuter & Shooter.
Pólya, G. 1957. How to solve it. Garden City, NY: Doubleday.
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LEARNING UNIT 2: Teaching through problem solving
Stein, MK, Smith, MS, Henningsen, MA & Silver, EA. 2000. Implementing standards-
based mathematics instruction: a casebook for professional development. New York:
Teachers’ College Press.
Van de Walle, JA, Karp, KS & Bay-Williams, JM. 2016. Elementary and middle school
Mathematics – teaching developmentally. 9th edition. New Jersey: Pearson Education
(Pearson New International Edition).
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LEARNING UNIT 3: Numbers and operations
Using only ten symbols, including a zero symbol, and the concept of place
value, we can represent any number we please.
The main features are summarised below (e.g. the number 4 213)
As the grouping number is 10, there will never be more than nine groups in each place.
Our numeration system
•• uses a zero, to “count” the number of an empty set
•• is multiplicative: 4 ×3 (10 × 10 ×210) + 2 × (10 × 10) + 1 × 10 + 3 × 1
•• and additive: (4 × 10 ) + (2 × 10 ) + (1 × 101
) + 3 × 100
ACTIVITY 3.1
(1) Explain the difference between the concepts, digit, numeral and number,
by giving examples.
(2) What is a numeration system?
(3) What is the role of zero in our numeration system?
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How many numbers can you make from the digits 3, 5 and 8?
Let us take a look:
The value of the numeral is computed by multiplying each digit in the sequence by
its place value, and summing the results.
The numeral 358 has the value of 3 hundreds plus 5 tens plus 8 ones.
“Listen” how we read it: three hundred and fifty eight or just three hundred fifty eight.
The face value of a digit in a numeral is simply the number that you see.
3 456
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LEARNING UNIT 3: Numbers and operations
In the tens place of the numeral 234, we have a digit with a face value of 3,
and a place value of 10, giving us a total value of 30.
ACTIVITY 3.2
(1) Our numeration system employs place value. What is your understanding
of place value?
(2) Write down the place value of the underlined digits:
54 982
459 234
(3) Write down the total value of the underlined digits:
54 982
459 234
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Examples
Illustrate the following numbers using Dienes blocks (also called base 10 blocks):
H T U
326
3 2 6
TH H T U
2476
2 4 7 6
Example
Illustrate the following numbers using Unifix blocks:
Number Place value chart Representation
H T U
135
1 3 5
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LEARNING UNIT 3: Numbers and operations
ACTIVITY 3.3
What numbers are represented in the grouping of sticks above?
3.4.4 Beans
Beans in bottle tops and empty match boxes
Example
Illustrate the following numbers using beans
H T U
148
1 4 8
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ACTIVITY 3.4
(1) Find a row or column where all the units digits have a face value of 3.
(2) Find a row or column where 9 of the tens digits have a face value of 3.
(3) Find the numbers where the face values of the tens digits are the same as
the units digits. What do you notice? Draw a line through them.
(4) Find the numbers where the sum of the tens digit and the units digit is 9.
What do you notice?
(5) What do the numbers in the last column have in common?
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LEARNING UNIT 3: Numbers and operations
ACTIVITY 3.5
You want to buy a book priced R105, but you find you only have R89 in your purse.
Think of ways in which you can find how much money you still need. You do not
have pen and paper or a calculator with you, and you do not want to rely on the
salesperson to work it out.
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There are various ways in which you can reason to find the answer.
One way would be:
•• If you had R100, how much would you have been short? R5
•• If you had R90, how much would you have been short? R15
•• But now you have R89, so you have R15 + R1 short. R16
Now write down another way in which you could do the calculation.
Algorithms are clever or smart strategies for computing that have been developed
over time. Each is based on performing the operation on one place value at a time
with transitions to an adjacent position (trades, regrouping, “borrows,” or “carries”).
These algorithms work for all numbers but are often far from the most efficient or
useful methods of computing.
One of the most common algorithm for addition of whole numbers is based on the
following rules:
ACTIVITY 3.6
(1) What is an algorithm?
(2) Investigate and report on the differences between standard algorithm and
learners’ own invented strategies.
(3) Write down the benefits of student-invented strategies in your own words.
Example
Use Dienes blocks to explain how to add 8 + 6. This is a simple example, but it will
show you how to exchange the blocks.
38
LEARNING UNIT 3: Numbers and operations
(ii) Take 2 tinies from the second group and place it with the 8 tines.
(iii) You now have 10 tinies in the first group and 4 tinies in the second group.
Exchange the 10 tinies for one long.
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40
LEARNING UNIT 3: Numbers and operations
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ACTIVITY 3.7
Use Dienes blocks to illustrate the following operations:
(1) 24 + 57 (2) 196 + 105
(3) 44 – 17 (4) 416 – 109
Use number cards to illustrate the following operations:
(5) 458 + 263 (6) 458 – 263
42
LEARNING UNIT 3: Numbers and operations
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Subtraction
Compensation
Bridging
This is also called the shopkeeper’s method. This is
how the shop assistant counts out your change when
you pay cash.
If you buy an article for R316, and you pay with two R200
notes. How much change will you receive?
Start with the 316, and then add on until you get to 400.
On number line
44
LEARNING UNIT 3: Numbers and operations
ACTIVITY 3.8
(1) Use compensation to add or subtract the following:
(a) 468 + 39
(b) 468 – 39
(c) 399 + 499 + 599
(d) 10 000 – 599
(2) Use the number line to show the addition or subtraction of
(a) 991 + 69
(b) 500 – 472
(c) 1 099 + 101
ACTIVITY 3.9
The following excerpt are learners’ responses to the problem below (Van de Walle,
2007). Explain in your own words how each of the three children solved the problem:
There were 35 dog sleds. Each sled was pulled by 12 dogs. How many dogs were there in all?
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Multiplication by 10
Often teachers would say to their learners: When you multiply by 10, “you must simply
put a zero at the end”. The problem is that this “rule” only works for multiplication of
whole numbers by 10. When dealing with decimals, that rule does not work. Now
teachers often say: “move the comma for every zero in the multiplier”.
ACTIVITY 3.10
(1) Show 329 × 100 by drawing a place value chart. Explain why there are now
2 zeros at the end.
(2) Mrs Tesfaya has 6 boxes of markers. Each box has 19 markers in it. If she
sold each marker for R2,70, how much money would Mrs Tesfaya earn?
46
LEARNING UNIT 3: Numbers and operations
Division
Division is an operation that splits a quantity into smaller, equal-sized quantities.
It is important that you understand the two different concepts of division, namely
sharing and grouping.
Consider the following two examples:
(1) Patsy wants to share 30 sweets between 5 children. How many will each child
receive?
(2) We have to transport 70 children to a function. Each mini-bus can take 10
children. How many mini-buses do we need?
Let us look at the action involved in each of the above.
SHARING
Sharing is usually the first concept of division that learners encounter. It is used to
share items out equally among a number of people, such as sweets.
•• In sharing, the number of groups is known. The quantity of items in each group is
unknown. The answer is found by sharing the items equally between the groups.
Here one would ask the question: How many items will each person receive?
GROUPING
•• In grouping, the quantity in each group is known. The number of groups is
unknown.
Solutions
(1) Sharing can be a one-by-one action. Patsy can share her sweets by
handing them out one at a time. Each child will receive 5 sweets.
(2) When grouping is involved, we have to make groups of 7 and see how
many groups we need to make 70. Ten buses will be needed.
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48
LEARNING UNIT 3: Numbers and operations
Read the section on standard algorithms for addition in your textbook on page 261.
ACTIVITY 3.11
(1) Use the above method for division to find
228 ÷ 12
642 ÷ 6
(2) Mrs Tesfaya learnt that R1 340 worth of tickets were sold at the carnival. If
tickets cost 4 for R10, how many tickets were sold?
(3) A company donates 935 pencils to a school. The pencils are divided evenly
among 9 classrooms. The rest of the pencils are given to the library. How
many pencils were donated to the school and to the library?
(4) You have R15 in 5c and 10c pieces. If you have the same number of each
kind of coin, how many 5c pieces do you have?
(5) In the summer, you can earn R4 a day by cutting the neighbour’s grass.
How many days will it take you to earn R184?
(6) The goat in the village weighs 145 kg. It is five times heavier than the baby
goat. How much does the baby goat weigh?
(7) Three hundred children are divided into two groups. There are 50 more
children in the first group than in the second group. How many children are
there in the second group?
(8) Three thousand exercise books are arranged in 3 piles. The first pile has 10
more books than the second pile. The number of books in the second pile
is twice the number of books in the third pile. How many books are there
in the third pile?
We can use number cards to help learners understand the place values of larger
numbers.
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H T U H T U H T U H T U H T U H T U H T U
ACTIVITY 3.12
Write the following numbers in the table below:
(1) 234 567 890 Read the number (write down in words).
(2) 1 011 110 111 Read the number (write down in words).
(3) 70 010 001 002 Read the number (write down in words).
(4) Four million, five hundred and one thousand and one
(5) Twenty-five quadrillion, three hundred and ten billion six hundred and twelve
H T U H T U H T U H T U H T U H T U H T U
50
LEARNING UNIT 3: Numbers and operations
Complete
(6) What is one more than a million? _______________________
ACTIVITY 3.13
Write the following numbers in symbols:
(2) One hundred and seven million five hundred and nine ___________________
(3) Fifty billion two million and one hundred thousand ______________________
(5) Three trillion four hundred and eight million and eight thousand
___________________________________________________
For example:
•• To show a number between 0 and 10, we will scale the number line from 0 to 10
(using 1 cm for a unit).
•• To show a number between 0 and 100, we will scale the number line from 0 to
100 (using 1 cm for ten).
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•• To show a number between 0 and 1 000, we will scale the number line from 0
to 1 000 (using 1 cm for hundred).
If 23 533 tickets were sold for a cricket match, what then would the most appropriate
way to say how many people attended the match (provided they all attended of course).
There were about 23 530 people at the match (rounded off to the nearest ____)
There were about 23 500 people at the match (rounded off to the nearest ____)
There were about 24 000 people at the match (rounded off to the nearest ____)
ACTIVITY 3.14
If 34 467 tickets were sold for a cricket match, round this figure off to the nearest
A prime number is a number that has only two different factors, of which 1 is
one of them. 1 is not a prime number.
_________________________
52
LEARNING UNIT 3: Numbers and operations
Sieve of Eratosthenes
•• A number is divisible by 3, when you add all the digits and the sum is a
multiple of 3.
Example: 3 567 3 + 5 + 6 + 7 = 21 and 2 + 1 = 3
∴ 3 567 is divisible by 3.
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•• A number is divisible by 9, when you add all the digits and the sum is a
multiple of 9.
Example: 45 612 4 + 5 + 6 + 1 + 2 = 18 and 18 is a multiple of 9
•• A number is divisible by 11, when you add every second digit, then add the others,
and then subtract the two sums. If the answer is 0 or a multiple of 11, then the
number is divisible by 11.
Example:
1 2 3 4 2 Add 1 + 3 + 2 = 6
1 2 3 4 2 Then add 2 + 4 = 6 6–6=0
∴ 12 342 is divisible by 11
ACTIVITY 3.15
Test the following numbers for divisibility by the given number. You may not do
the actual division, and no calculators are allowed.
3.11 MULTIPLES
You all know what a multiple of a number is
M3 = 0 ; 3 ; 6 ; 9 ; 12 ; …..
0 is a multiple of any number.
M4 = 0 ; 4 ; 8 ; 12 ; 16 ; …
The lowest common multiple (LCM) is the lowest number in which two or more
numbers can divide.
ACTIVITY 3.16
What is the LCM of 2 ; 3 and 5?
M2 = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The LCM of 2 ; 3 and 5 is
M3 = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
__________
M5 = _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
54
LEARNING UNIT 3: Numbers and operations
3.12 FACTORS
A factor of a number is a number that can be divided into the number without
leaving a remainder.
ACTIVITY 3.17
(1) Complete the factor trees
Useful websites:
•• Subtraction using base 10 blocks
https://www.youtube.com/watch?v=NXCsEkMLWtY
•• Addition using base 10 blocks
https://www.youtube.com/watch?v=I0dAjSj6q64
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REFERENCES
Van de Walle, JA & Lovin, L. 2006. Teaching Student-Centered Mathematics. New York:
Pearson Education.
Van de Walle, JA. 2007. Elementary and middle school mathematics: teaching developmentally.
6th edition. New York: Pearson Education.
56
LEARNING UNIT 4 LEARNING UNIT 4
4 FRACTIONS
In the previous unit, you were introduced to whole numbers and their operation.
In this unit, the number system is expanded by exploring fractions, and their
representation and operation.
ACTIVITY 4.1
Reflect on how you dealt with working with fractions when you were still at school.
Explain in your own words what the difficulties with fractions might be.
Let learners trace these shapes and fold along the dotted line.
Learners must say: “My whole is a ... (circle, rectangle, etc.). It is divided into
two equal parts. Each part is a half of the whole.”
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Which of these
are thirds of
the whole?
Learners must say: “My whole is a ... (circle, rectangle, etc.). It is divided into
three equal parts. Each part is a third of the whole.”
Here we are establishing the concept of a WHOLE being cut or divided into
three EQUAL parts. Each part is a third of the whole.
ACTIVITY 4.2
Draw three diagrams that can be used to show wholes that are divided into four
parts, but which do not all represent fourths.
Language pattern:
My whole is a circle. To find one-eighth of the whole, I divide it into eight parts of
equal size, and shade one part. The shaded part is one-eighth of the whole.
58
LEARNING UNIT 4: Fractions
Language pattern:
My whole consists of 12 bottle tops. I divided them into three parts of equal size. Each
part is one-third of the whole. Each part has four bottle tops. So one-third of 12 is four.”
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It is important for learners to still see the relation between a concrete example and
the notation. It is thus a good idea to still involve drawings, or concrete apparatus,
like bottle tops or clay, or paper.
Unit fractions are fractions with the numerator 1. It shows ONE part of the whole,
such as 1 , 1 , 1 .
3 4 6
Examples
Shade 2 of the pentagon
5
The whole is divided into five equal parts. Each part is one-fifth
of the whole. Two parts are shaded. So two-fifths of the whole
is shaded.
60
LEARNING UNIT 4: Fractions
ACTIVITY 4.3
Shade the required parts of the given wholes.
(2)
5
Shade of the whole
8
Examples:
Remember if we talk about 1 , we actually mean 1 of 1. So where is 1 on the
number line? 2 2 2
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ACTIVITY 4.4
(1) Into how many parts is this unit divided? Label each of the parts.
(2) Count in thirds (place your pencil on the numbers as you are counting)
1 3 7 8 10
(5) Then show the following on a number line:
5 5 5 5 5
ACTIVITY 4.5
Help the boys
Sipho has a piece of string that is exactly 2 m long. He wants to divide it equally
among three friends. What part of the string will each one receive?
62
LEARNING UNIT 4: Fractions
ACTIVITY 4.6
(1)
(2)
Farmer Bobo has 24 goats. He want Farmer Xomo has 24 goats. He want
2 4
to sell of his goats. So he put them to sell of his goats. So he put them
3 6
in 3 camps and choose the goats in in 6 camps and choose the goats in
two camps. four camps.
Complete the drawing. Complete the drawing.
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ACTIVITY 4.7
(1) Use a number line to illustrate the equivalence of 1 and 2 .
3 6
(2) Use the same number line to illustrate the equivalence of 2 and 4 .
3 6
(3) Use a number line to illustrate the equivalence of 3 6
and .
4 8
ACTIVITY 4.8
Fill in the missing numbers to make the fractions equivalent:
3 and [ ] 1 and [ ] 1 and 4 2 and [ ]
5 10 2 10 3 [] 3 12
ACTIVITY 4.9
(1) Use the wholes given below and shade the given fraction parts. Then arrange
the fractions from big to small.
Same numerators:
2 2 2 2
3 4 5 6
Same denominators:
2 3 4
5 5 5
64
LEARNING UNIT 4: Fractions
3 > 5
4 8
Making use of equivalence: 3 = 6 6 > 5
4 8 8 8
(2) Compare the following two fractions, using blocked paper: 2 or 3 .
3 5
Choose a whole that can be divided into 3 as well as 5 equal parts. So the whole has
to consist of 15 blocks.
∴ 2 > 3
3 5
Making use of equivalence: 2 = 10 and 3 = 9 10 > 9 2 > 3
3 15 5 15 15 15 3 5
ACTIVITY 4.10
Draw up a worksheet to compare fractions. A set model has to be used.
1 + 1 = ?
3 3 ?
1 + 1 + 1 = ?
4 4 4 ?
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Stage 1
Illustrat:e 2 + 4
7 7
2 + 4 = 6
7 7 7
Stage 2
Illustrate: 1 + 1
3 6
Into how many parts must the whole be divided?
Stage 3
Illustrate: 1 + 1
3 4
Into how many parts must the whole be divided?
66
LEARNING UNIT 4: Fractions
ACTIVITY 4.11
Do the following examples on quad paper:
(1) 1 + 4 (2) 1 + 3
5 5 5 10
(3) 1 + 1 (4) 1 + 2 (5) 1 + 5
3 2 3 5 4 6
Stage 1
Illustrate: 7 – 3
10 10
Stage 2
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Stage 3
A mathematical explanation
What is 1 of 8? ______________________
2
What is 8 × 1 ? ______________________
2
The commutative property for multiplication: 3 × 4 = 4 × 3
1 of 8 is the same as 8 × 1 which is the same as 1 × 8
2 2 2
Therefore 1 of 8 = 1 × 8
2 2
68
LEARNING UNIT 4: Fractions
Princess invited her two friends to her house for a pizza. When
they arrived, they found that her brother had already eaten one-
quarter of the pizza.
What part of the pizza is left to share among the three of them?
Using drawings to illustrate the following (remember that the whole must be kept
the same if you want to compare the answers):
Is 1 of 1 the same as 1 of 1 ?
3 2 2 3
∴ 1 of 1 = 1
3 2 6
∴ 1 of 1 = 1
2 3 6
2 × 1 = ___
3
3 × 1 = ___
4
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Complete:
2 = + =2×
3 3 3 3
3 = 1 + 1 + 1 =3×
4
Solutions:
2 = 1 + 1 =2× 1
3 3 3 3
3 = 1 + 1 + 1 =3× 1
4 4 4 4 4
Pre-knowledge
•• multiplication of whole numbers
•• multiplication as repeated addition
•• commutative property for multiplication
•• the meaning of “of”
•• the notion of area
Stage 1
Illustrate: 4 × 2
3
Repeated addition
4× 2 = + + +
3
=
Solution:
4× 2 = 2 + 2 + 2 + 2 = 8
3 3 3 3 3 3
Stage 2
70
LEARNING UNIT 4: Fractions
Show 2 of 4
3
Shade 2 of 4 wholes.
3
What part is shaded?
Solution:
Stage 3
Fraction × fraction
Pre-knowledge:
•• the area of a rectangle
Illustrate: 1 of 1 Illustrate: 1 of 1
2 2 2 4
2 of 1 1 of 1
3 2 2 3
ACTIVITY 4.12
Use diagrams to show the following:
1
(1) A R5 coin is 2 cm wide. If you put seven R5 coins end to end, how long
2
would they be from beginning to end?
(2) You have 2 of a pumpkin pie left over from Sunday lunch. You want to give
3
1 of it to your sister. How much of the whole pumpkin pie would this be?
2
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(3) Eric gave 2 of his money to his wife and spent 1 of the remainder. If he
5 2
had R300 left, how much money did he have at first?
(4) David spent 2 of his money on a storybook. The storybook cost R20. How
5
much money did he have at first?
(5) Penny had a bag of marbles. She gave one-third of them to Rebecca, and
then one-fourth of the remaining marbles to John. Penny then had 24 marbles
left in the bag. How many marbles were in the bag to start with?
(1) 3 × 4 (2)
5 × 6
8 3 3 5
72
LEARNING UNIT 4: Fractions
Solutions:
(1) 3 × 4
8 3
3 × 4 = 12 = 1
8 3 24 2
(2) 5 × 6
3 5
5 × 6 = 30 = 2
3 5 15
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ACTIVITY 4.13
Use the multiplication algorithm to find the product of
(1) 1 × 2
2 3
(2) 15 × 2
3
(3) 1
1 ×8
2
(4) 3 × 11
4 2
74
LEARNING UNIT 5 LEARNING UNIT 5
5 NUMERIC AND GEOMETRIC PATTERNS
In the previous two units you were shown how to facilitate the operation of numbers,
including decimal and common fractions, for mathematics learners. In this unit, we
develop your understanding on these number by identifying, describing, completing
and, extending the representation of numeric and geometric patterns in different
forms.
ACTIVITY 5.1
(1) Based on the above definition, can you think of an example from your own
environment that you would regard as a pattern?
(2) Would you consider counting as a pattern? If so, indicate why, and if not,
indicate why not?
Beadwork (see figures 3.1 & 3.2) in the AmaZulu tradition relates, in some way, to
courtship and marriage. According to Twala (1951), beadwork also helps to regulate
behaviour between individuals of the opposite gender. This exclusively feminine
craft has an intuitive fluency found only in inspired forms of poetry and visual art.
Although the bead-workers may be unware of a “system” such as that imposed upon
language by spelling rules and grammar, the Zulu crafters, who are usually women,
accept the following fundamentals:
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ACTIVITY 5.2
Use the above figures to identify as many patterns as possible that you are able
to recognise.
The table 5.1 provides examples of a set numbers that are patterns and those that
are not.
TABLE 5.1
ACTIVITY 5.3
Complete the following by indicating whether number sets are patterns or not:
TABLE 5.2
TABLE 5.3
Pattern
Number set or not a Description
pattern
4; 6, 9; 12; ….. Not a pattern The first term (4) is not a multiple of
three like others. Can you think of
another description?
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Pattern
Number set or not a Description
pattern
4; 8; 14; 22; 32; …. Pattern Successive multiples of 2, starting with
4 are added to consecutive numbers.
4; 8; 3; 9; 2; 10; 1; … Pattern
4; 8; 16; 24; …. Not a pattern
ACTIVITY 5.4
Complete the table below by describing how you decided whether the set of
numbers in the preceding tables is a pattern or not:
(1) 1 + 2 = 3
4+5+6=7+8
________________________________________
________________________________________
(2) 1 x 1 = 1
11 x 11 = 121
78
LEARNING UNIT 5: Numeric and geometric patterns
Continue with this pattern until you multiply 111 111 111 by 111 111 111
10989 x 9 = 98 901
_______________________________________
_______________________________________
1 = _____
3+5 = _____
7 + 9 + 11 = _____
13 + 15 + 17 + 19 = _____
21 + 23 + 25 + 27 + 29 = _____
31 + 33 + 35 + 37 + 39 + 41 = _____
99 x 11 = 1 089
99 x 22 =
99 x 33 =
99 x 44 =
99 x 55 =
99 x 66 =
99 x 77 =
99 x 88 =
99 x 99 =
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Repeatedly fold a triangle through one of it vertices. Count the total number
of triangles after each fold.
Number of folds 0 1 2 3 4 5 6 10
Number of triangles
Can you see the pattern evolving in the number of triangles? Do you recognise
these numbers? They are _____________________ numbers.
ACTIVITY 5.5
(1) Refer to section 5.1 and identify the rule for all the patterns in activity 5.4
above.
(2) Complete the table below by providing the pattern rule:
(3) Refer to the table in activity 5.4 to complete the table below. An example
is provided for pattern 1.
T 7 = 22 + 10 + 10 + 10 + 10 + 10 + 10 = ? T 7 = 22 + ? x 10
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LEARNING UNIT 5: Numeric and geometric patterns
T8 = __________________________ T8 = _ _ _ _ _ _ _ _ _ _ _
3 T1 = __________________________ T1 = _ _ _ _ _ _ _ _ _ _ _
T2 = __________________________ T2 = _ _ _ _ _ _ _ _ _ _ _
T3 = __________________________ T3 = _ _ _ _ _ _ _ _ _ _ _
T4 = __________________________ T4 = _ _ _ _ _ _ _ _ _ _ _
PASCAL’S TRIANGLE
Blaise Pascal (1623–1662) was a French scientist who was interested in mathematics
from an early age. Although this number pattern is named after Pascal, the Chinese
printed it in about 1300 AD.
ACTIVITY 5.6
(1) Use words to describe Pascal’s triangle?
(2) What would be the sum (represented as a power of 2) of the 20th row of
Pascal’s triangle?
(3) Let (n) represent the row number and (Sn) the sum of the number(s) in the
row(s). Complete the following table:
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Algebraic statement:
Sn = _ _ _ _ _
(2) Explain why the use of diagrams is necessary for developing number patterns?
Activity
The following example indicates these relationships. Use matches to build the
following patterns:
This sequence shows the relationship between the pattern number and the number
of matches used to build the pattern.
Activity
Growing patterns can be represented geometrically and numerically. Study the
following growing patterns:
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LEARNING UNIT 5: Numeric and geometric patterns
Frame 1 2 3 4 5
(number of picture)
Number of objects (the objects that are used to 1 3 6 10 15
make the pattern: in “A” it is cubes)
Number of figure 1 2 3 4 5
Number of shaded squares
(e) If the small squares are used as square units to measure the area for each
figure, use the table below to indicate the area of each figure:
Number of figure 1 2 3 4 5
Area of figure
(f) If the small squares are used as square units to measure the area for each figure,
use the table below to determine the area of the unshaded part of each figure:
Number of figure 1 2 3 4 5
Area of unshaded part
(g) What is the relationship between the shaded and unshaded parts of each figure?
(h) Use the table below to show the relationship between the shaded and unshaded
parts of each figure:
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Number of figure 1 2 3 4 5
Number of shaded squares
(i) What would be the answer in the second row of each of the tables above for
the 10th figure? Indicate how you would determine your answer in each case.
Pedagogy:
•• What kind of errors would one expect learners to make when doing each of
these activities?
•• Indicate how you could mediate the errors identified above.
ACTIVITY 5.7
(1) Study the following patterns and then extend them by drawing in the next
two stages.
p p p
p p p p p
p p p p p p
1 2 3
l
l l l l
l l l l l l l l l
1 2 3
(2) Study the following number pattern and then complete the table that follows:
1234
84
LEARNING UNIT 5: Numeric and geometric patterns
Stage 1 2 3 4 5 8 15 20 100
Number of dots 1 6 15 28
•• Investigate a general rule that generates the above pattern. What type of
numbers are these?
A flow diagram is just another way to show how numbers are related. Let us look
how we can show the relation between the numbers in the table in a flow diagram.
It is important to note that when given two of the three (input, output and rule) you
can determine the missing one.
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Example
In this example, you have to reverse the rule to obtain the input from an output value.
ACTIVITY 5.8
(1) Determine the missing inputs and outputs:
86
LEARNING UNIT 5: Numeric and geometric patterns
Project
Find an example of an artefact from two different cultures in South Africa and
use them to determine the geometric and numeric patterns in them using as many
representations of the pattern as possible.
REFERENCES
Gildenhuys, DG & Paulsen, R. 1991. Mathematics in action. Pretoria: Kagiso.
https://www.youcubed.org/resources/what-is-number-sense/
https://www.youcubed.org/resources/jo-teaching-visual-dot-card-number-talk/
https://www.learner.org/teacherslab/math/patterns/number.html
OPM1501/187
Meserve, BE & Sobel, MA. 1964. Introduction to mathematics. 4th edition. Upper Saddle
River, NJ: Prentice Hall.
Miller, CD & Heeren, VE. 1978. Mathematical ideas. 3rd edition. Glenview, IL: Scott,
Foresman.
Mottershead, L. 1978. Sources of mathematical discovery. Oxford: Blackwell.
Sobel, MA & Maletsky, EM. 1975. Teaching mathematics: a sourcebook of aids, activities and
strategies. Upper Saddle River, NJ: Prentice Hall.
Twala, RG. 1951 Beads as regulating the social life of the Zulu and Swazi, African
Studies, 10:3, 113-123, DOI: 10.1080/00020185108706847.
88
LEARNING UNIT 6 LEARNING UNIT 6
6 SPACE AND SHAPE
Let us look at the different geometric shapes we see in our daily lives.
ACTIVITY 6.1
Which of the following objects are space shapes, and which are flat shapes?
•• a telephone
•• a page in your textbook
•• a soccer ball
•• a stop sign
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These levels are important for us to understand, because they influence the way in
which we teach “shape” to learners.
Level 0: visualisation
Level 1: description/analysis
Level 2: abstract/relational/informal deduction
Level 3: formal deduction and proof/deduction
Level 4: rigour
In primary school, as teachers, we hope that learners will achieve level 1, but they
seldom move to level 2. Note that a learner cannot be taught level 1 information
before he or she has achieved level 0. Learners will simply not be able to make the
connections if they have not had proper teaching at level 0.
Let us look at the first three levels, 0, 1 and 2. Although we might be teaching the
intermediate phase, it will be useful to test your learners to decide on which level
they find themselves.
LEVEL 0: VISUALISATION
Level 0 deals with “what shapes look like”.
Learners recognise and name figures according to their visual characteristics. They
will say the following: “This is a square because it looks like a square”.
Example:
Point out the square(s):
If you place a square in a different position, learners might see the square as a
diamond, and no longer as a square.
Learners identify and reason about shapes and other geometric configurations based
on shapes as visual wholes rather than on geometric properties. Some properties of
the shapes are included in this level, such as right angles, parallel sides, but only in
an informal manner.
LEVEL 1: DESCRIPTION/ANALYSIS
Learners recognise and characterise shapes by their properties.
For example, they can identify a rectangle as a shape with opposite sides parallel
and four right angles.
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LEARNING UNIT 6: Space and shape
When learners investigate a certain shape they come to know the specific properties
of that figure. For example, they will realise that the sides of a square are equal and
that the diagonals are equal. Learners discover the properties of a figure but see
them in isolation and as having no connection with each other.
Learners at this level still do not see relationships between classes of shapes (e.g. all
rectangles are parallelograms), and they tend to name all properties they know to
describe a class, instead of a sufficient set.
•• a specific figure
•• different figures
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•• The reasoning that takes place at the third level (abstract relational) relies quite
heavily on the structure of the descriptive level. The judgement that the learner is
making does not rely on the fact that there are links between the relation networks,
but on the relationship between these links.
•• The different thought levels have a hierarchical development. This implies that
thinking at the descriptive level is not possible unless the visual thought level has
been well established.
A teacher in the intermediate and/or senior phase, you should take special note of
the descriptors of level 0, level 1 and level 2. That will give you an idea of the types
of learning activities in which your learners should be involved. Levels 4 and 5
descriptors are not applicable to learners in the above-mentioned two phases.
Each group of learners will receive a box with a variety of shapes, carefully chosen
so that each group has the correct variety of shapes to classify them according to
the teacher’s request.
In this activity, learners will sort the shapes according to what they SEE. There are
not really correct or wrong answers, because learners might visualise the shapes
differently. What is important is that they should be able to explain to the group or
the teacher, why they classify a particular shape in the way they do.
The following are examples of the variety of shapes that can be used:
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LEARNING UNIT 6: Space and shape
ACTIVITY 6.2
This is an exercise for level 0 learners.
Classify the shapes above according to the following criteria:
6.4 POLYGONS
A polygon is a closed plane (flat) shape made up of line segments. These line segments
must touch only once at their endpoints.
ACTIVITY 6.3
Which of the following are polygons?
Learners should be able to identify, classify and sort. This should be done before
teaching them the names of the shapes.
ACTIVITY 6.4
Classify the shapes as polygons or non-polygons.
6.5 TRIANGLES
Learners should be able to recognise, classify and sort.
Which of these are triangles?
ACTIVITY 6.5
Draw the following triangles:
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LEARNING UNIT 6: Space and shape
6.6 QUADRILATERALS
Learners should be able to recognise, classify and sort.
Which of these are quadrilaterals?
ACTIVITY 6.6
Explain and draw an example of each of the following concepts:
Explanation Drawing
Line segment
Parallel lines
Equal sides
Diagonals
Perpendicular diagonals
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Explanation Drawing
Right angles
Opposite sides
Opposite angles
Bisecting diagonals
Bisecting angles
Adjacent sides
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LEARNING UNIT 6: Space and shape
The minimum set of properties that will identify a quadrilateral is indicated below.
Properties
Quadrilateral
Sides Angles Diagonals
Trapezium One pair of
opposite sides
parallel
Parallelogram Both pairs of Opposite angles Diagonals bisect
opposite sides equal each other
parallel
Rhombus All sides equal Opposite angles Diagonals
equal bisect angles
and each other
perpendicularly
Rectangle Opposite sides All angles equal Diagonals are
equal equal
Kite Two pairs of One pair of One diagonal
adjacent sides opposite angles bisects angles
equal equal and the other
perpendicularly
Square All sides equal All angles equal Diagonals
bisect angles,
are equal and
bisect each other
perpendicularly
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ACTIVITY 6.7
Name and draw the quadrilaterals below according to the description. Do not
assume properties that are not given.
ACTIVITY 6.8
Which of the following statements are true, and which are false? If false, draw a
diagram to illustrate your answer.
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LEARNING UNIT 6: Space and shape
Learners should be able to identify, classify and sort. This should be done before
the names of the shapes are taught.
ACTIVITY 6.9
Classify the following (draw one example of each):
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They have
The smallest number of faces a polyhedron can have is ______. This is called
a tetrahedron.
ACTIVITY 6.10
Write down the definition of a polyhedron.
ACTIVITY 6.11
Classify the following as polyhedra or non-polyhedra:
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LEARNING UNIT 6: Space and shape
ACTIVITY 6.12
When is a polyhedron a prism?
It must have _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
ACTIVITY 6.13
What is the BASE of each object?
A is called a _ _ _ _ _ _ _ _ _ _ prism.
B is called a _ _ _ _ _ _ _ _ _ _ prism.
C is called a _ _ _ _ _ _ _ _ _ _ prism.
D is called a _ _ _ _ _ _ _ _ _ _ prism.
E is called a _ _ _ _ _ _ _ _ _ _ prism.
Pyramids
A pyramid has BASE and all the other faces are triangles. The vertices of all the
triangles meet in one point, which is called the apex.
ACTIVITY 6.14
B is called a _ _ _ _ _ _ _ _ _ _ pyramid.
C is called a _ _ _ _ _ _ _ _ _ _ pyramid.
D is called a _ _ _ _ _ _ _ _ _ _ pyramid.
E is called a _ _ _ _ _ _ _ _ _ _ pyramid.
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In summary
ACTIVITY 6.15
Complete the naming of the polyhedra. Where the names are given, draw the
polyhedron.
(2)
(3)
A cube
(4) An octahedron
(make TWO drawings)
(6) A pentahedron
(make TWO drawings)
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LEARNING UNIT 6: Space and shape
Tetrahedron (all faces Hexahedron (all faces Octahedron (all faces are
are equilateral triangles) are squares) equilateral triangles)
_ _ _ _ _ faces _ _ _ _ _ faces
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LEARNING UNIT 6: Space and shape
ACTIVITY 6.16
Draw the nets of the following polyhedra:
Example
Draw the front, side and top views of the stack of cubes.
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ACTIVITY 6.17
(1) Draw the front, side and top views of the following structures:
(3) Draw a solid with the following front, side and top views:
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LEARNING UNIT 7 LEARNING UNIT 7
7 TRANSFORMATION GEOMETRY
In the previous unit, you learnt about the properties of two- and three-dimensional
shapes. In this unit, these shapes will be described in terms of their movement and
image.
7.1 INTRODUCTION
Transformation geometry is an important aspect of mathematics and forms the
cornerstone of the field. Transformation geometry lays the foundation for analytical
geometry in the Further Education and Training (FET) band. Simpler ways of
learning and teaching transformations are presented, and the knowledge you gain
will enhance your thinking and understating of some challenging sections in the
mathematics curriculum.
ACTIVITY 7.1
Write a short paragraph in the provided space on your experiences in the learning
of transformation geometry. What can you remember?
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1 FEEDBACK
Activity 7.1 is an open-ended question. This question is important because it gives
you the chance to reflect on your understanding of transformation geometry and
share your experiences with us.
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ACTIVITY 7.2
What are your expectations in this unit? List them.
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We trust that your expectations reflect what we hope you will achieve in this unit.
Engaging with the activities in this unit will enable you to
The rigid transformation does not change the shape or size of the pre-image, while
the non-rigid transformation changes the size but not the shape of the pre-image.
Another word for rigid transformation is isometry. Examples of these kinds of
transformations are translations, reflections and rotation. Any transformation that
results in enlargement and reduction of shapes is not isometry.
ACTIVITY 7.3
Use each of the above words in a sentence to relate them to the teaching of
mathematics.
The following figures will help you to introduce your learners to the words used
in transformation:
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LEARNING UNIT 7: Transformation geometry
TRANSLATION
REFLECTION
FIGURE 7.2: Flipping the toy. The movement is described in terms of the
line of reflection
ROTATION
FIGURE 7.3: Rotating the toy. The description of the movement is in terms
of the point of reflection, the angle of rotation and the direction
7.3 TRANSLATION
Translation means to change from one place or one condition to another, or to slide.
Let us look at the movement demonstrated by the vegetable below. The pre-image is
the original shape of the object and the final shape and position of the object under
transformation are called the image. In figure 7.3.1, A is called the pre-image and
the others are called images.
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Translation is a transformation that moves the object or figure in the same direction
and the same distance. Every point moves a distance in the same direction and
the shape moves in a straight line. The object and the image always have the same
orientation. It is also important to note that the pre-image and the image are the
same size and the movement produces congruent (the same in all respects) figures.
In describing the movements in figure 7.3.1, we could say the vegetable (pre-image)
has shifted (translated) from position A three units to the right to reach position B.
Similarly, the pre-image A has moved one unit down and two units to the right to
reach position D. Here translation occurs in a straight line.
ACTIVITY 7.4
Illustrate by means of drawings how translation occurs in any item in your bathroom/
toilet/kitchen/office/classroom or any real-life situation. For this activity, use different
directions, which you can indicate by means of arrows.
CONSOLIDATION
Translation is a transformation that moves each point of a figure in the same direction
and the same distance. The shape is repeated in the same orientation. The object
and the image have the same size, area, angles and line lengths.
7.4 REFLECTION
Reflection means to give back an image of something or to mirror an image.
Write a paragraph to describe what you think of the picture below represents (your
discussion should be informed by your understanding of transformation).
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LEARNING UNIT 7: Transformation geometry
The aim of the above drawing is to help you to gain an understanding of the concept
of reflection in mathematics. The purpose of the mirror is to produce the image by
reflection. What you see in the mirror is exactly the reflection of the woman’s face.
The reflection of the mirror stares back at the woman. The face that appears in the
mirror is the image. The face of the woman is the pre-image.
Looking at the figures below, the line in between serves the same purpose as the
mirror and is called the mirror line or the line of reflection.
ACTIVITY 7.5
Take any piece of blank A4 paper. Fold the paper in such a way that the fold line
divides the paper into two equal halves. Use paint to draw any shape on one side
of the paper. Fold again along the fold li ne before the paint dries up. What do you
notice? Show the picture.
Fold the piece of A4 paper twice. Cut a pattern on the fold. Unfold and see your
magic picture. Show the picture.
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Looking at P1 and P2, these are the conclusions you can draw: If P2 is the image
of P1, then
•• P2 lies on the opposite side of the line of reflection SR
•• the distance from the original point (pre-image) to the line of reflection is the
same as the distance from the image point to the line of reflection
•• the line that connects the original point to its image point is always perpendicular
(⊥) to the line of reflection
Picture 1 Picture 2
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LEARNING UNIT 7: Transformation geometry
CONSOLIDATION
Looking at all the figures under reflection, they clearly indicate that to perform a
geometry reflection, we need to have a line of reflection. What is key to note also is
that the resulting orientation of the two figures (pre-image and image) is opposite.
This means that the direction of the image is different from the direction of the
object (i.e. the orientation changes). Corresponding parts of the figures are the same
distance from the line of reflection. Figures on each side of the line of symmetry are
congruent. The object (pre-image) and the image have the same shape.
REAL-LIFE EXAMPLE: Seeing yourself in a mirror or a pond
7.5 ROTATION
A rotation is also an isometric transformation: the original figure (pre-image) and
the image are congruent. To perform a geometric rotation, we first need to know
the point of rotation, the angle of rotation (e.g. 900, 450 etc.) and the direction (either
clockwise or counter-clockwise).
The face of an old man is rotated anti-clockwise at an angle of 670. A is the pre-
image, B is the image and P is the point of rotation
ACTIVITY 7.6
Look at the drawing below.
(1) Describe, in words, how figure A is transformed into figure B and how figure
D is transformed into figure C. You may use tracing paper to assist you
here. (Hint: It is important to specify the direction and the angle of rotation.)
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(2) Take any school textbook, find a problem on rotation, and briefly describe
how you could explain the concept to your learners.
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CONSOLIDATION
It is important to note that
•• the centre of rotation should be fixed
•• points on the pre-image and on the image are equidistant from the centre or
rotation
•• the pre-image and the image have the same area and shape
REAL-LIFE EXAMPLES: Moving a clock arm, opening the door of your
office or moving the handle of a door
1
2
3
4
5
6
7
FIGURE 7.4: Combination of transformations
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LEARNING UNIT 7: Transformation geometry
ACTIVITY 7.7
Investigate what happens when you reflect an object over intersecting lines
(a combination of reflections).
2 FEEDBACK
A combination of the reflection over an intersecting line is the same as rotation
(twice the measure of the angles formed by the lines).
ACTIVITY 7.8
What combination of transformations is illustrated below?
S
R
ACTIVITY 7.9
Use the South African flag to illustrate a combination of transformations.
“Valuing indigenous knowledge systems: acknowledging the rich history and heritage
of this country (South Africa) as important contributors to nurturing the values
contained in the Constitution” (Department of Basic Education 2011:5).
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The figure below represents one of the Ndebele houses in South Africa.
https://youtu.be/VJTxv-tRKj0
In a reflection, every point on the object is the same perpendicular distance from
a fixed line as the corresponding point on the image. The fixed line is called the
mirror line or the line of symmetry.
In a rotation, the angle between every point and its image, taken at the centre of
rotation, is the same for each point and its image, and a point and its image are the
same distance from the centre of rotation.
SELF-ASSESSMENT
ACTIVITY 7.10
(1) Describe the key concepts in transformation geometry. Use illustrations/
drawings or examples to support your argument in each case.
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LEARNING UNIT 7: Transformation geometry
(2) List as many situations as you can in which you have seen transformed
shapes and explain with illustrations the kind of transformation in each case.
(3) Think of any situation in your everyday life in which you can experience
transformation geometry. Illustrate your answers.
(4) Design an activity for Grade 5 learners that will help to them to recognise
and design their own patterns using transformation geometry.
ACTIVITY 7.11
ADDITIONAL ACTIVITIES ON TRANSFORMATION USING GEOGEBRA
STEP1
www.geogebra.org/download
REFLECTION
Let us now refer back to the learning outcomes that we set at the beginning of this
unit.
(1) Have you achieved the learning outcomes? Give reasons for your answer.
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(2) Which of the learning outcomes have not been addressed to your satisfaction?
Give reasons for your answer.
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_______________________________________________________
(3) Use the space below to note down any matters that you feel should have been
addressed in this unit.
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REFERENCES
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement
Intermediate Phase Grades 4–6 Mathematics. Pretoria: Government Printing Works.
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LEARNING UNIT 8 LEARNING UNIT 8
8 MEASUREMENT
In the previous unit, you learnt about developing an understanding of the basic
elements of transformation geometry. In transformation geometry, you were expected
to demonstrate the ability to do the following: translations of two-dimensional figures
on grid paper; perform translations of two-dimensional figures on grid paper; reflect
a two-dimensional figure in a line of symmetry; and rotate a two-dimensional figure
around a point.
Measurement plays a fundamental role in our daily lives. People tend to think that
measurement is a simple concept, but it needs one to concentrate more to have a
sound understand of what it is, and how and why measurement is important. Without
measurement we would not know how to take the temperature of a human being
using a thermometer, estimate how long a learner would take to walk to school,
determine the height of a child, measure out the correct quantity of medicine for a
patient, calculate the speed of a car on any national road, and find the weight, area
and volume of different materials we use in in everyday life. Measurement occurs
when we want to quantify certain physical objects around us. In other words, a
number is assigned to an attribute. An attribute is a characteristic that describes an
object (e.g. a person, thing, etc.). For example, Archimedes invented displacement by
weight to determine the density of a coin, showing whether or not it was pure gold.
•• We can use metres to measure the length a classroom and millimetres to measure
the thickness of a table.
•• We can measure the temperature of a human body by using a thermometer.
•• We use a speedometer to measure the speed of a vehicle.
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•• We use hours to measure the time it takes the driver of a motor car to travel from
his home to the city.
•• We use measurement to measure the ingredients for baking and cooking.
As a learner, you need to realise that the process of measuring is identical for any
attribute, whether length, area or volume is measured. In summary, you should
perform the following steps in order to measure something:
•• Choosing a unit. Bear in mind that the unit that should possess the same attribute
as the object or event being measured.
•• Comparing the same unit with that object being measured. Here you have
to indicate the number of units that are needed to cover or fill the object either
by counting or using a measurement tool (e.g. a ruler or a formula).
•• Repeating the number of units. Here you could measure the length of a straw,
for example, by using six paper clips, or you could say that the capacity of a bottle
is 500 ml. As noted earlier, measurement units involve standard and non-standard
units, which are briefly explained below.
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LEARNING UNIT 8: Measurement
A non-standard unit must possess the attribute it is to measure. Paper clips, straws
and toothpicks are non-standard units that would be appropriate to measure length,
while square tiles, square cards and square pattern blocks would be appropriate non-
standard units for measuring area. Table 8.1 lists materials that can be used as the
non-standard units that are investigated in primary schools.
TABLE 8.1
Materials used for non-standard units
(Ontario Education 2007:16)
Note: You will have difficulty finding non-standard units for measuring temperature.
Instead, temperatures can be related to familiar objects such as “as cold as
ice”, “the sewing machine is as hot as fire”.
Standard units of measurement can be organised around the following three broad
goals (Van de Walle et al, 2015:480–481).
•• Familiarity with the unit. As a learner, you should have an idea of the size
of commonly used unit and what attribute is measured. For example, knowing
approximately what one litre of water is.
•• Ability to select appropriate unit. You should be able to practise selecting
appropriate standard units and judging the level of precision.
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TABLE 8.2
Standard units of measurement
Metre ——————
Cm
—————-
millimetre ——————
(2) ——————- —————— m2
—————— cm2
(3) ——————- kilogram —————-
——————- g
(4) ——————— litre —————-
—————— ml
(5) ——————— —————— m3
—————— cm3
(6) ——————- —————— °C
—————— m
—————— s
You are exposed to standard units in everyday conversations at home and even when
you were at school. For example, the mathematics period took about an hour; and
the chalkboard is about two metres long. It is vital for you to learn standard units in
measurement, but these units are become clearer once you have learnt the measurable
attributes using non-standard units.
The metric system is a globally used system that students need to be familiar
with (National Council of Teachers of Mathematics [NCTM] 2011). Council of
Chief State School Officers (CCSSO, 2010) introduce centimetres in Grade 2, with
further expectations for units such as metres, cubic centimetres, grams, kilograms
and litres. The metric system is created around powers of ten. The purpose of the
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LEARNING UNIT 8: Measurement
decimal point is to indicate the unit position as a powerful concept for doing metric
conversions. The International System of Units (SI) is used to measure standard units
of measurement. The standard unit of measuring length in the metric system is a
metre (m). Different units of length in the metric system are obtained by multiplying
a power of 10 times the base unit. Table 8.3 below indicates the prefixes, symbols
and multiplication factor for these units
TABLE 8.3
Metric system table
The metric prefixes, combined with the base unit metre, name different units of length.
The instruments used to measure a length depend on the distance being measured
(e.g. you cannot measure the distance between towns using a ruler) and the accuracy
required (e.g. to measure the thickness of a sheet of paper you will need a micrometre).
ACTIVITY 8.1
(1) Discuss the differences between standard and non-standard units.
(2) Design an activity that would enable you to demonstrate an understanding
of “non-standard units”.
(3) Design an activity that would enable you to demonstrate an understanding
of “standard units”.
3 FEEDBACK
You should demonstrate your answers by giving examples that show different
attributes that can be measured using non-standard and standard units. The
answers to (1) and (2) above should substantiated with drawings.
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For practice
(1) Express each of the following metric measures in metres:
(a) 5 km
(b) 14 cm
(c) 0,25 mm
(d) 1,25 mm
(2) Express each of the following in SI:
(a) 39 cm
(b) 21 mm
(c) 1,3 km
(d) 221 cm
You may then change their position or distort their appearance and ask your learners
if the two wooden sticks are still the same in length.
ACTIVITY 8.2
In the above example of wooden sticks, if some of your learners say that the first
stick is bigger than the second one:
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LEARNING UNIT 8: Measurement
(4) Give an example of a task that involves comparisons of the length of rigid
bodies.
4 FEEDBACK
For learners to learn measurable attributes, they need to engage in activities that
require them to compare objects of the same length, such as the ones indicated
above. The learners who give the incorrect answer might be focusing on the
endpoint, and thus find that the second stick is longer than the first stick. In doing
the above activities, you should ask yourself what types of materials can be used,
written down or recorded. You should also be aware of the purpose of the activity,
that is, the mathematical ideas that the activity will develop.
The activity below will help learners to master the conservation concept regarding
the length of an object.
ACTIVITY 8.3
Take two pieces of string of the same length. Clearly show these to the learners.
Now put them next to each other like this:
5 FEEDBACK
Learners who state that the two pieces of string are the same, have mastered
the conservation concept regarding length, and are ready to proceed with the
length measurement. If those learners can explain that the lengths stay the same
irrespective of their orientation and that the distorted piece of string retains its
original appearance, then they have mastered the concept of reversibility.
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•• Develop and use benchmarks or referents for important units. Referents should be
something you can easily envision, such as the height of a child. Learners should
pay attention to the size of the unit in order to estimate properly.
•• Use “chunking” or subdivision. Windows, bulletin boards and the spaces between
them are regarded as chunks.
•• Iterate units. For length, area and volume, it is sometimes easy to mark off single
units mentally or physically.
ACTIVITY 8.4
(1) Identify attributes that can estimated in the two objects above.
(2) Explain how those attributes would be estimated.
6 FEEDBACK
The exercise requires you to show an understanding of how you can estimate the
sides of different objects and what instrument to use.
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LEARNING UNIT 8: Measurement
Look at the ice-cream cone above and think about the attributes that can be measured.
This will reinforce your measurement vocabulary. This can be done by asking yourself
the following questions about what you observe about the ice-cream cone:
ACTIVITY 8.5
Explain in your own words what the author is referring to in the questions above.
This will help you to reinforce your measurement vocabulary.
Once you realise that an ice-cream cone is an object with different measurable
attributes, you will develop measurement vocabulary and be encouraged to use
appropriate mathematical language. Through the development of vocabulary when
using possible ways to measure an object or event, you will realise which measuring
units (whether standard or non-standard units) can be used to measure the various
attributes of objects or events. Length, capacity, volume, area and time are some of
the attributes that can be measured. If you do not know which attribute you have
to measure, this will be a source of difficulty in measurement. Van de Walle et al
(2015) provides examples of questions that are related to the measurement of objects
or events and these questions will enable you to identify the measurable attributes
associated with each kind of question.
TABLE 8.4
Questions relating to measurable attributes
After reading table 8.4 with understanding, you should be able to explain the
distinctions between different measurable attributes. Your vocabulary in measurement
will be developed and this will enable to realise when and where a particular attribute
will be measured. This vocabulary will also enable you to solve different problems
relating to the measurable attributes of different objects or events.
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ACTIVITY 8.6
7 FEEDBACK
In this activity, you have demonstrated that you can move away from everyday
language use of measurement to mathematical language use of measurement.
This activity should increase your vocabulary of measurement concepts.
If you want to determine the distance between point A and point B, you need to
measure the length between the two points. The length of an object is measured by
selecting the unit that is linear and repeatedly matches that unit to the object (Van de
Walle et al, 2015). Van de Walle et al (2015:485) highlightscommon misconceptions
and difficulties learners might experience in learning about the length of objects.
Note the following:
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LEARNING UNIT 8: Measurement
•• Depth is the distance from the top of something to its bottom, from front to
back, or from the outside in.
•• Distance is the amount of space between two points.
You can express the length of an object by using the following adjectives: long/short,
thick/thin, high/low, deep/shallow, far/near, wide/narrow, etc. According to Van de Walle
et al (2015), comparison is the first step in developing a sound understanding of
the length concept. A sound knowledge of comparing the length of objects can be
reinforced by using different objects of different lengths such as pens, pencils, rods,
sticks, etc., and asking the learners to hold them simultaneously and thus identify
the long and short ones.
The main point here is for you to understand the meaning of the perimeter of
a prism before you can be introduced to the generalised procedure for actually
finding the perimeter of a prism. You have to demonstrate that the perimeter of a
prism is a measure of the length of each side, and adding the sides of those lengths.
For example, you can use straws to measure the sides of the rectangle above to
determine its perimeter. It is necessary to learn about perimeters before learning the
area concept, because the concepts of area and perimeter are widely used daily and
often confusing topics when it comes to studying them as part of the mathematics
curriculum in school (Watson, Jones & Pratt, 2013). The following are some of the
challenges learners face when learning about perimeter and area:
•• Learners may see area and perimeter purely as an application of formulae without
understanding what these two concepts mean.
•• They sometimes mix up the concepts of area and perimeter.
•• They have difficulty developing an understanding of dimensions. They do not
understand that perimeter is a length, which is one-dimensional and measured
in metres, centimetres or inches, while area is measured in squares with bases
of certain length – hence it involves two-dimensional units such as m2 (metres
squared or square metres).
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•• They may not link their everyday experiences and intuitive understanding of area
and perimeter to what they learn in the mathematics classroom.
Once you have mastered the perimeter of objects, you will be ready to learn the area
concept, which is the space bounded within closed prism(s) or shape(s). You should
be able to demonstrate an understanding of area of different shapes before measuring
the spaces of those shapes. You should be able to think of an approach that can be
used to measure the area of shapes before using the formulae. An example of the
area of an object is provided below, without measuring the space of the shape.
The space that is bounded in the region above is called the area of a rectangle. Your
learners should know that the surface of an object should be covered without gaps
in between or overlays. To demonstrate an understanding of area concept, you must
use concrete materials such as square tiles or grid paper. With your guidance, learners
should learn how to construct different shapes on grid paper, and those grids will
provide a way to measure the area using counting squares to determine the area.
Start with rectangle prisms for learners to be able to count the squares in order to
determine the area.
ACTIVITY 8.7
(1) Use grid paper and draw four rectangles that have different sizes and sides.
Measure the perimeter and the area of each rectangle using squares on the
grid paper (each side of the rectangle must be in whole units).
(2) Study the figure below and use the counting square method to determine
the perimeter and area of the diagram in the grid. The idea for using the
counting squares is to enable you to develop the formulae that can be used
to calculate the area and perimeter of a rectangle.
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LEARNING UNIT 8: Measurement
Explain step by step, how you arrived at your answer to determine the area
and perimeter of the figure in the grid paper.
(3) Design another activity using a different shape to demonstrate an
understanding of calculating the area and perimeter using counting squares.
8 FEEDBACK
This activity requires you to demonstrate an understanding of calculating the
area and perimeter using squares. In addition, the activity will help you realise
the difference between the area and perimeter of prims.
The use of counting squares or other concrete materials will enable you to
generalise about ways to find the area and perimeter of a rectangle. You can do
this by multiplying the number of squares in a column by the number of squares
in a row, which will ultimately give you the formulae to calculate the two attributes.
TAKE-HOME ACTIVITY
Ask your learners to construct three shapes that have
9 FEEDBACK
Pay attention to the units of the measurements used. For example, perimeter is
measured in units and area is measured in square units.
Area is the amount of surface covered by a shape. To test for conservation of area,
show the learner two postcards that are exactly the same. They have the same
area. Let the learners satisfy themselves that both postcards have the same area.
Now take one of the postcards and cut it into two parts (second display). Ask the
learner if the two areas covered are still the same, or if they cover different areas.
You could then further distort the one postcard by cutting it up into a few pieces
(third display). Then ask again if the two displays still cover the same area.
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Because the rectangular prism above (Rubiks speed cube) consists of three layers,
the total number of cubes is 27. The rectangular prism has eight vertices, six faces,
12 edges and a base shape of a square. Other objects with this shape are a box, a
dice and an ice cube.
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LEARNING UNIT 8: Measurement
ACTIVITY 8.8
Design an activity that you can use to teach intermediate phase learners how to
develop the formula for the volume of a rectangular prism. You can use concrete
materials such as cubes for this activity. Allow your learners to record their findings
for each step in order to generate a rule that can be used to calculate the volume
of a rectangular prism.
ACTIVITY 8.9
Most learners know how to calculate the volume of a cylinder using the formula
V = πr2h. How can you help them understand the formula to calculate the
volume of a cylinder? Demonstrate your answer by using concrete materials
to explain how to develop the formula.
ACTIVITY 8.10
Design an activity that will demonstrate an understanding the volume of irregular
objects such as stones, oranges, etc. Explain step by step, how you would perform
this kind of an experiment for the learners and list the resources you could use
for the same experiment.
Conservation of volume
Volume is the amount of space taken up. In testing for conservation of volume,
you could use balls of clay. Show the learners two balls of clay with the same
mass, and hence the same volume. Let the learners satisfy themselves that the
two clay balls have the same volume. You can use two glasses with the same
volume of water in them: the one long and thin, and the other short and fat. Ask
the learners which one contains more water?
Conservation of capacity
Capacity is the amount of space inside, or the ability of an item to hold something
if it is filled up to the brim. By now, you should have a good idea of the procedure
for testing for conservation. Ask your learners to design an activity that would
demonstrate an understanding of conservation of capacity.
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object is the force exerted on the object by gravity. The mass of an object is measured
in kilograms, while weight is measured in newtons. For learners to develop the
appropriate vocabulary relating to the weight of an object, they need to understand
the following degrees of comparison: heavy, heaviest, and heavier than, and light,
lightest and lighter than. The weight of an object may vary, depending on its location
in space, whereas the mass of an object remains constant in any space. For example,
the weight of an object is less on the moon than on earth, while the mass of an object
remains constant on earth and the moon.
ACTIVITY 8.11
(1) What misconceptions do learners have when dealing with mass and weight?
(2) How can you clarify those misconceptions for learners to understand the
two concepts?
10 FEEDBACK
The table below shows the different units that can be used to measure the
mass of an object.
Comparison activities
The conceptual way to understand the comparison of the weight of objects is to
hold one object in each hand and stretch them, and further experience the relative
downward pull of each object (Van de Walle et al, 2015). This experience of the
weight of different objects can be transferred to one of the two types of scales,
namely balances and spring scales.
ACTIVITY 8.12
What is the difference between balances and spring scales? Explain how the two
scales are used to differentiate between the two concepts.
11 FEEDBACK
This needs you as a student to know what attributes are being measured by using
both balances and spring scales.
134
LEARNING UNIT 8: Measurement
ACTIVITY 8.13
What is time?
12 FEEDBACK
There are many reasons for individuals to understand the time concept, such
as wanting to know when to celebrate certain rituals, when to hunt and when
to plant and reap. We become aware of the “flow of time” when we observe the
succession of events. The passing of time can be divided up into three significant
times: sunrise, midday, sunset, as well as midnight.
The measurement of time involves determining of the number of periods that pass
during an event. Through the ages, a number of calendars were proposed. Over
3 000 ago, the Babylonians divided the day into 12 hours and the night into 12
hours. From the earliest periods, humans have used some form of measurement,
be it the seasons of the year or phases of the moon. However, the length of an
hour depended on the time of the year, in winter a day hour was shorter than a
night hour (Bassarear, 2005). Different types of devices to measure time were
invented, like candle clocks, water clocks and shadow clocks.
Event 1: T
he following diagram illustrates two cars travelling at different speeds,
but starting and stopping simultaneously.
Slow car:
start stop
start stop
Fast car:
start stop
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QUESTIONS
•• Did the water start to run into the glasses at the same time?
•• Did the water stop running into the glasses at the same time?
•• Did the water take the same time to run into the two glasses?
Initial response
ACTIVITY 8.14
Discuss the different responses of the learners to the questions above.
13 FEEDBACK
•• Learners should be helped to acquire the vocabulary of time.
•• Learners should be taught the skill of “telling the time” on a clock, reading a
calendar and also reading and interpreting time on the 24-hour clock.
•• Learners should learn to estimate and measure the duration of a time interval
in seconds and minutes, and do calculations for longer intervals.
•• Learners should learn to read timetables, for example taxi, train or bus timetables.
ACTIVITY 8.15
The following table gives the times of arrival at different bus terminals of a city-
to-city bus travelling from Polokwane to Cape Town. The bus stays at each bus
terminal for one hour 20 minutes.
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LEARNING UNIT 8: Measurement
When working with time, keep in mind that 60 minutes equals one hour. If it is 08:20,
the time after one hour 20 minutes will be 08 h + 20 min + 1 h + 20 min = 10:00.
The thermometer has been designed to measure temperature. There are many kinds
of thermometers, but their operations always depend on some properties of matter
that change with temperature (Giancoli, 1998). The first idea for a thermometer,
by Galileo, made use of expansion gas. Common thermometers today consist of a
hollow glass tube filled with mercury or with alcohol coloured with a red dye, as
were the earliest usable thermometer.
ACTIVITY 8.16
Explain how each thermometer functions:
°C °F
Freezing point of water 0 32
Boiling point of water 100 212
On the Celsius scale, the freezing point of water is chosen to be 0° C (“zero degrees
Celsius”) and the boiling point 100° C. On the Fahrenheit scale, the freezing point
is defined as 32° C and the boiling point 212° C.
From the table we see that the Celsius scale has 100 division between the freezing
point and the boiling point of water, whereas the Fahrenheit scale has 180 divisions.
This means that the two scales are 100 to 180, or 5 to 9. Therefore, for every 5 degrees
on the Celsius scale, there is 9 degrees on the Fahrenheit scale. For every 1 degree
on the Celsius scale there is 9 degrees on the Fahrenheit scale; and vice versa, for
5
every 1 degree on the Fahrenheit scale, there is 5 degrees on the Celsius scale. Using
9
this relationship, we are able to convert temperatures from one system to the other.
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The formula that describes this relation is C = 9 (F – 32). We will use this formula
5
to convert degrees on the Fahrenheit scale to degrees on the Celsius scale. To convert
degrees on the Celsius scale to degrees on Fahrenheit scale, we will use the following
formula: F = 9 C + 32.
5
ACTIVITY 8.17
(1) On a hot summer day in Phalaborwa it is 30 0 C. What is the temperature in 0F?
(2) The temperature of the human body should be 98.40 F. What is your normal
temperature in 0C?
(3) Does it ever happen that the temperature measured in Celsius degrees is
the same when it is measured in Fahrenheit degrees? If ever, when?
In the table below, degrees Celsius are the left column and degrees Fahrenheit in
the right column. Ask the learners to indicate the positions of each of the following:
A cold day
A cool day
A warm day
A hot day
Boiling point of water at sea level
Body temperature of a human being
Melting point of ice
Melting point of ice-cream
100 212
90 194
80 176
70 158
60 140
50 122
40 104
30 86
20 68
10 50
0 S 32
-10 14
-20 -4
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LEARNING UNIT 8: Measurement
8.8 CONCLUSION/SUMMARY
We have set a number of outcomes at the beginning of this study unit. To see whether
you have reached these outcomes, do the following self-assessment exercise.
Exercises
(1) What is meant by the statement, “All measurements are approximate?” What
experiences help learners to grasp this idea?
(2) What is meant by the statement, “Using measurements is arbitrary?” What
experiences would help learners reinforce this idea?
(3) Summarise some important things learners should be able to do if they are to
be regarded as skilful in measuring the length of a segment.
(4) Mr Madikiza has just finished building a new house. He measured the distance
around his yard and found that it was 90 metres.
(a) The fencing material costs R95,20 per metre. How much is the fencing
material going to cost him?
(b) If he needs to place a pole at 1.5 metres intervals along the fence, how
many poles will he have to buy?
(c) If the fencing poles cost R65 each, calculate the total costs of the poles
alone.
(d) Calculate the total cost of fencing for the yard.
(5) Suppose that paint costs R28 per litre and one litre covers approximately 9
square metres of surface. We are going to paint (on side only) 50 congruent
pieces of wood that are rectangular in shape, with a length of 60 centimetres
and a width of 30 centimetres. What would the approximate costs be?
(6) Which is higher, 10 F or 10 C?
(7) The thermometer that you have indicates a fever of 390 C. What would this
be in Fahrenheit?
(8) Room temperature is often taken to be 680 F. What is this on the Celsius scale?
(9) The temperature of the filament in a light bulb is about 1 8000 C. What would
this be on the Fahrenheit scale?
(10) 250 below zero on the Celsius scale is what Fahrenheit temperature? And 250
below zero on the Fahrenheit scale is what Celsius temperature?
(11) In an alcohol-in-glass thermometer, the alcohol column has length 10.70 cm at
0.0 0 C and length 22.85 cm at 100 0 C. What is the temperature if the column
has a length (a) 16.70 cm, and (b) 20.50 cm?
(12) At what temperature would the Fahrenheit and Celsius degrees yield the same
numerical value?
(13) Explain why it is advisable to add water to an overheated automobile engine
slowly, and only with the engine switched off.
REFERENCES
Bassarear, T. 2005. Mathematics for elementary school teachers. 9th edition. Houghton
Mifflin Company: New York.
CCSSO (Council of Chief State School Officers). 2010. Common core state standards.
Retrieved from http://corestandards.org.
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French, MM. 1979. Tutorials for Teachers in Training. Book 7. Size. Oxford University
Press. Cape Town.
Giancoli, DC. 1998. Physics: principles with applications. 5th edition. Prentice Hall: New
Jersey.
Malati. 1999. Mathematics learning and teaching initiatives. Geometry, Module 4:
Area teacher document. Open Society Foundation for South Africa.
National Council of Teachers of Mathematics. NCTM. 2011. Position statement on
intervention. Reston, VA: NCTM.
Ontario Education. 2007. A guide for effective instructions in Mathematics. Queen's
Printer for Ontario.
Suggate, J, Davis, A & Goulding, M. 1998. Mathematical knowledge for primary teachers.
Fulton publishers: Australia.
The Math Learning Center. 2009. Bridges in Mathematics: Kindergarten supplement. Oregen:
Macintosh Desktop Publishing system.
Van de Walle, JA, Karp, KS & Bay-Williams, JM. 2015. Elementary and Middle School
Mathematics. Teaching developmentally. 9th edition. Pearson: England.
Watson, A, Jones, K & Pratt, D. 2013. Key Ideas in Teaching Mathematics: Research-based
guidance for ages 9–19. Oxford University Press.
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LEARNING UNIT 9 LEARNING UNIT 9
9 STATISTICS OR DATA HANDLING
In this unit, we introduce you to the concept of statistics, of data handling, also
referred to as statistics, which is a branch of mathematics. Statistics involves the
collection, display and analysis of information. Usually the information is numerical
or it is changed into numerical form. Data handling is also concerned with collecting,
organising and interpreting data. Data refers to the complete set of individual pieces
of information that are used in any of the processes related to statistics. Data enables
you to collect information or facts from descriptions, values or measurements in
order to solve a problem or draw conclusions.
•• collect data
•• read information from data representations, such as bar graphs, pictograms
and measures of central tendency
•• demonstrate the ability to calculate and interpret the measures of central
tendency from basic data sets
Nowadays we are informed about what is happening in the world around us. Statistics
as sets of mathematical equations are used to update us on trends in the past, and
can be useful in predicting what may happen in the future. For example, trends can
be determined and predictions can be made in weather forecasts, medical studies,
genetics, stock markets, quality testing and so on.
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ACTIVITY 9.1
What type of data can you collect from the objects in figure 9.1? Complete the table
and classify the data as qualitative or quantitative for each set. For the quantitative
data, state whether it is discrete or continuous.
Qualitative Quantitative
Example/type of Example/type of Discrete/Continuous
qualitative data quantitative data
14 FEEDBACK
Activity 9.1 will help learners to collect data from a variety of contexts dealing
with social and environmental issues. It will also teach them how to pose their
own questions, and select the different sources and methods for collecting data.
142
LEARNING UNIT 9: Statistics or data handling
ACTIVITY 9.2
Mark did a survey of each Grade 7’s favourite fruit. His survey yielded the following
results:
apple, pear, apple, mango, pineapple, orange, apple, melon, pear, apple, pineapple,
mango, mango, banana, melon, apple, pear, pineapple, melon, apple, pineapple,
pear, pear, apple, orange, mango, banana, pineapple, mango, mango, melon,
apple, mango, pineapple, banana, pear, pineapple, melon, apple, pineapple.
Use Mark’s data to complete the following table:
TABLE 9.1
15 FEEDBACK
Activity 9.2 is focused on organising and recording data using tally marks.
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TABLE 9.2
Horizontal graph
ACTIVITY 9.3
A charity group donated bags of vegetables to an old-age home. The caretaker
used the following table to record the donated bags of vegetables:
TABLE 9.3
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LEARNING UNIT 9: Statistics or data handling
Onions 2
Potatoes 10
Pumpkins 6
TABLE 9.4
16 FEEDBACK
Activity 9.3 should help you to assess the knowledge and skills of the learners
regarding the following:
•• where and how to label a bar graph, that is, writing the title of the graph
•• where and how to label to label the axes (axes titles)
•• how to place the bars
ACTIVITY 9.4
Examine the following bar graph and answer the questions that follow:
Bar graph 1
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17 FEEDBACK
Activity 7.4 focuses on reading the graph. The questions provided will help you
to guide learners on how to write a paragraph in order to summarise the data.
Furthermore, the data in the graph is used to make predictions and draw conclusions.
9.3.3 Pictograms
A pictogram, also called a pictograph, is an ideogram that coveys its meaning through
its pictorial resemblance to a physical object. A pictograph is a way of showing data
using pictures, where pictures stand for quantities. One picture can represent one
item or a number of items. A pictorial representation of statistics can be on a chart,
graph or computer screen. Pictographs were the earliest known form of writing,
and examples were discovered in Egypt and Mesopotamia from before 3 000 BC.
Examples of a pictograph
Fruit is sold in the school tuckshop. The pictograph (figures 9.2 and 9.3) shows the
number of apples sold each day of the week from Monday to Friday.
Use a pictograph (figure 9.3) to find the total number of apples sold from Monday
to Friday.
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LEARNING UNIT 9: Statistics or data handling
ACTIVITY 9.5
Examine the information in the boxes below. Use the information provided to draw
your own pictograph.
A farmer has the following animals on his farm: 20 goats, 18 cows, 10 sheep
and 5 horses:
(1) Heading: Farm animals
(2) Vertical axis: Number of animals
(3) Horizontal axis: Animals at the farm
(4) Fill in these labels under the vertical columns (goat, sheep, cows and horses)
(5) Cut and paste the number of animals in each column (Hint: 1 creature
represents 5 creatures)
18 FEEDBACK
•• Constructing a pictograph in the above activity will show the guide learners
how to label a pictogram; how to label the axes (axes titles); how to place the
bars using pictures’ and how to represent a collective using one item.
•• The questions answered based on the pictogram will guide the learners on
how to read and interpret the pictogram.
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(6) To divide the circle into 8 equal parts, draw radii from the centre O to the
circumference – that is, to the midpoints of arcs AC, AD, BD & BC. Label
the points E, F, G and & H. Each sector is equal to 12.5%
(7) Label each part or sector.
(8) Write a suitable title for your pie chart.
Example
Boys in Grade 5 were asked about their favourite sport. The total number of boys
who participated was 32. The data that was collected is presented in the table below.
TABLE 9.5
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LEARNING UNIT 9: Statistics or data handling
Display the data collected about the boys’ favourite sports by using a bar and a pie
chart.
ACTIVITY 9.6
A survey was conducted on 120 learners in Grade 8 to find out what their favourite
subject was at school. It was found that 30 preferred history, 40 preferred geography
and 50 preferred maths.
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19 FEEDBACK
The knowledge and skills conveyed in this activity are the representation of data on
a pie chart using fractions and percentages. You should also be able to compare
data represented in a pie chart and a bar graph.
One of the simplest ways of explaining the concept of mean (average) is making a
set of numbers that are not the same to be equal to one another. For example, given
the set of 11 numbers viz. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10, by reducing (subtracting)
from the larger numbers (on the right of 5) and adding whatever is subtracted to
smaller numbers (on the left of 5) as per the figure below, all the numbers will have
a value of 5. Therefore 5 is the average of the 11 numbers. Does this work for all
sets of numbers? Use a set of 7 different numbers to prove or disprove this.
The arithmetic mean of a set of data is the numerical value found by adding together
all the values of the data and dividing them by the number of pieces of data there
are (see the example in table 9.6). The arithmetic mean is taken to be the same as
the arithmetic average and is represented by the symbol x̄ (pronounced as x bar).
The median of a set of data is the numerical value of the piece of data in the middle of
the set when the data is arranged in ascending (increasing) or descending (decreasing)
order. The mean divides the distribution in half. In a data set where the total elements
of a set give an odd number, the median value is the middle value. For example, in
the data set, 21, 24, 27, 28, 28, the total elements in the set are five. Therefore, the
median value is 27.
When the total number of elements in a data set is even, the median value is the
mean of the two middle values. For example, in the data set, 21, 24, 27, 28, 28, 29,
the total elements in the set are six. Therefore, the median value is 27 + 28 = 27.5.
2
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LEARNING UNIT 9: Statistics or data handling
A mode (modal value) of a set of data is the value that occurs most often. It occurs
more than the other values. For example, in the data set, 21, 24, 27, 28, 28, 29, 28 is
the modal value because it occurs two times more than other values.
TABLE 9.6
Example 1
Question
Find the mode, median and mean of the following values:
1; 5; 7; 3; 5; 9; 5; 8; 10
Answer
(1) Arrange in ascending (increasing order):
1; 3; 5; 5; 5; 7; 8; 9; 10
(2) Mode = 5
(3) Median = 5 (total number of elements is 9, which is odd). The middle number
therefore consists of only one number that is 5.
NB: I f the middle number consists of 2 numbers, and the total number of elements
in the data set is even, add the numbers and divide the sum by 2.
Example:
Find the median 1; 3; 5; 5; 6; 7; 8; 9
Median = 5 + 6
2
= 5.5
(4) Mean
= 1 + 3 + 5 + 5 + 5 + 7 + 8 + 9 + 10
x 9
= 53
x 9
= 5,89 (rounded off to two decimals)
ACTIVITY 9.7
The ages of 13 patients in a male ward of a hospital on a certain night were as
follows:
25; 57; 72; 89; 56; 74; 33; 61; 67; 61; 91; 43; 78
(1) Regarding the data collected in the ward, find
(a) the mode (modal age)
(b) the median age
(c) the mean age of the patients
(2) What conclusions can you draw from the mode, median and mean ages in
this ward?
20 FEEDBACK
Activity 9.7 focuses on helping you to analyse data critically by answering questions
relating to the measures of central tendencies (i.e. the mean, median and mode).
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ACTIVITY 9.8
The heights (in centimetres) of Grade 9 learners were taken and recorded as follows:
21 FEEDBACK
After doing activity 9.8, learners should be able to report data by
Thus far, you have learnt the basics of data handling. You should now be confident
enough to present data handling content in the intermediate mathematics classroom.
Complete the following self-evaluation sheet to assess whether you have achieved
the outcomes for this unit.
SELF-ASSESSMENT
Tick the boxes to assess whether you have achieved the outcomes for this unit.
If you cannot tick the box, you should go back and work through the section or
sections that you still find challenging.
Tick
Criteria
(1) Collect data from different sources using different methods.
(2) Organise and represent information using a tally chart.
(3) Organise and represent information on a bar chart.
(4) Organise and represent information on a pictogram.
(5) Organise and represent information on a pie chart.
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LEARNING UNIT 9: Statistics or data handling
REFERENCES
Department of Basic Education. 2017. Mathematics in English Grade 9: Book 2. 7th
edition. Pretoria: Department of Basic Education.
Facer, M, Kruger, E & Pretorius, J. 2011. Headstart Mathematics Grade 4. Cape Town:
Oxford University Press.
Laridon, P, Barnes, H, Jawurek, A, Kitto, A, Pike, M, Myburg, M, Rhodes-Houghton,
R, Scheiber, J, Sigabi, M & Wilson, H. 2006. Classroom mathematics, Grade 11.
Sandton: Heinemann Publishers.
Statistical language. Measures of central tendency. 2013. Australian Bureau of
Statistics. Retrieved 3 August 2017, from http://www.abs.gov.au/websitedbs/
a3121120.nsf/home/statistical+language+-+measures+of+central+tendency.
Statistics South Africa. 2011. Census @ school. Data handling, Grades 7, 8 & 9.
Wireless Revolution Pictures. 2016. The different types of cell phones. Retrieved
from https://www.google.com/.
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APPENDIX 1
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APPENDIX 1
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http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/
pdf/literacyy7/s4placevalue2.pdf
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APPENDIX 2
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APPENDIX 2
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APPENDIX 2
My whole is a square.
My whole is divided into four equal parts.
(Now the learner has to show how the four equal parts fit into the square.)
Each part is one-quarter (or one-fourth) of my whole.
So four-quarters make one whole.
My whole is a hexagon.
My whole is divided into three equal parts.
(Now the learner has to show how the three equal parts fit into the hexagon.)
Each part is one-third of my whole.
So three-thirds make one whole.
My whole is a circle.
My whole is divided into eight equal parts.
(Now the learner has to show how the eight equal parts fit into the circle.)
Each part is one-eighth of my whole.
So eight-eights make one whole.
My whole is a rectangle.
My whole is divided into six equal parts.
(Now the learner has to show how the six equal parts fit into the rectangle.)
Each part is one-sixth of my whole.
So six-sixths make one whole.
My whole is a pentagon.
My whole is divided into five equal parts.
(Now the learner has to show how the five equal parts fit into the pentagon.)
Each part is one-fifth of my whole.
So five-fifths make one whole.
•• two-thirds
•• three-fifths, etc.
When teaching fraction concepts, the teacher should refrain from using the symbolic
form of a fraction, such as 1 , 1 , etc. Learners should learn the correct pronunciation
3 5
of the fraction in WORDS, and not by saying “one over three” or “one over five”.
The role of the numerator and denominator must only be taught after the learners
understand the concept of a fraction.
In Grade 4, learners mainly deal with unit fractions (i.e. where the numerator is 1).
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2 1
6 = 3
2 4
5 = 10
4 2×2 2 2
10 = 2 × 5 = 1 × 5 = 5
166