Final 267 2005-2006 Exam Paper

2005/2006

PS 0267

SEMESTER 2 EXAMINATION, SESSION

2005/2006

For the Diploma in Education Second Year Course PS 0267: CURRICULUM STUDIES: PRIMARY MATHEMATICS 2 Time allowed: Three hours

Instructions to candidates: This examination paper consists of 3 sections. Section A contains four questions. Sections B and C each contain three questions. Each question is worth ten marks. Answer all the questions. Answer Section A and Section B and Section C in different answer booklets. Candidates may use rulers, protractors and calculators.

SECTION A (50%) Answer All the Questions in this Section A1

A2

A3

A4

(a)

Describe two ways in which pupils can find out that the angle sum of a triangles is 360°.

[4]

(b)

Describe how pupils can find out for themselves that the area of a triangle is ½ × length × breadth.

[3]

(c)

Explain how to find the highest common factor and lowest common multiple of 40 and 60 mentally.

[3]

(a)

Explain BODMAS fully and work out 28 –14 + 6.

[3]

(b).

Express

(c)

Show how you would use a practical method to teach pupils how to carry out the subtraction of a two digit number by a two digit number . Illustrate your answer with the calculation 43 – 27.

[5]

(a)

Describe four strategies the primary school teacher can use to help children to learn to solve word problems.

[8]

(b)

Write a word problem whose solution requires the calculation of 18 + 5 and which includes the word “less”.

[2]

(a)

Describe three practical activities for demonstrating line symmetry to primary school children.

[3]

(b)

What is ipsative assessment and why is it important for assessing slow learners of mathematics?

[4]

d (c) e

17 as a decimal fraction. 40

Why is it important that the mathematics teacher makes a record of common mistakes when marking pupils’ work?

2

[2]

[3]

Section B Answer all the questions in this section. Answer the questions in this section in a separate booklet. B1

(a)

Design a lesson that stresses reading the scale on a ruler correctly.

[5]

(b)

A geoboard (see figure) is a useful device in teaching about area (regions can be indicated by stretching rubber bands around the pegs). Design a problem or a demonstration for geoboard work on different shapes with the same area measure

[5]

Nails or pegs board B2

B3

Bruner suggests an important model for depicting levels or modes of representation, that is, the enactive, iconic and symbolic modes. (a)

The new curriculum for primary education introduced this year in Brunei at Darjah 1 and Darjah 4 call for 6 different modes of representation. List them.

[6]

(b)

How would a child experience “two plus five” enactively, iconically and symbolically?

[4]

Paper folding is a cheap and effective manipulative that can be used in teaching fractions. Illustrate how you would use paper folding to (a)

compare 5/6 and 3/4

[3]

(b)

show the equivalence fraction of 5/8 and 10/16

[3]

(c)

teach

2 3 × 3 4

[4]

3

Section C Answer all the questions in this section Answer the questions in this section in a separate booklet C1

(a)

One way to compute 11  25 mentally is described in the following solution.

[3]

I thought of 11 as 10 + 1. I multiplied 10 by 25 which is 250 and then added 25 more for 275. Give another way to find the exact value of this expression mentally. (b)

Consider Norain’s thinking: “To find 126 – 38, I’ll first subtract 40 from 126 which is 86. Then I have to compensate by subtracting 2 more. The exact difference is 84.”

[3]

Is her thinking correct? If so, use basic properties to prove her work. If not, explain the error in her thinking. (c)

Find the exact value of each expression below. Use any mental calculation technique you choose. Name the technique and explain your thinking in writing. (i) (ii) (iii)

C2

[4]

12  40  5 24 + 39 + 76 455 – 26

The RIPAS Readers Club made a table to show how many and what kinds of books the members read during the school holydays: Kind of Book Mystery Adventure Sports Famous people Others

Number Read 90 75 38 10 25

Noraini and Suziyanti want to find out how many books the members read in all (a)

What estimation technique is most likely to be introduced through this activity?

[2.5]

(b)

Solve the problem, showing how you used the technique.

[2.5]

(c)

Write a similar activity that could be used to introduce a different estimation technique.

[2.5]

(d)

With calculators and computers now available for teachers and students, is there still a need to teach and learn estimation strategies? Explain your position.

[2.5]

4

C3

(a)

(b)

Draw a pair of parallel lines cut by a transversal and label the angles formed.

[6]

(i)

Name two pairs of alternate interior angles.

(ii)

Name four pairs of corresponding angles.

(iii)

Name two pairs of alternate exterior angles.

(iv)

Name two pairs of inetrior angles on the same side of the transversal.

(v)

Name three pairs of different types of angles that are congruent.

(vi)

Name two pairs of different types of angles that are supplementary.

Find the number of degrees in an interior angle, a central angle and an exterior angle of a regular (i)

decagon

(ii)

dodecagon

(iii)

nonagon.

.

END OF EXAMINATION

5

[4]