Ps 267 2006-2007 Exam Paper

2006/2007

PS 0267

SEMESTER 2 EXAMINATION, SESSION

2006/2007

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. Sections A, B, C and D each contains three questions. Each question is worth ten marks. The paper will be marked out of 120 marks Answer all the questions. Answer Section A and Section B and Section C and Section D in different answer booklets. Candidates may use rulers, protractors and calculators.

SECTION A (30 marks Answer All the Questions in this Section Answer the questions in this section in a separate booklet.

A1

A2

A3

(a)

Describe two ways in which pupils can find out that the angle sum of a triangle is 180°.

[4]

(b)

Explain how you would teach pupils that the area of a parallelogram is length × breadth.

[3]

(c)

Explain how you say that the lowest common factor of 400 and 600 is 200 without doing any working.

[3]

(a)

What are the three new topics in the new primary school school curriculum and briefly state why they have been included..

[6]

(b)

List four syllabus changes that have been made in the new upper primary school curriculum.

[4]

(a)

How you can use shapes such as those in the diagram to teach children how to add 28 + 35?

[4]

(b)

What is the common mistake that children make when dividing 2704 by 13 and how would you show a pupil that his answer is unreasonable?

[3]

(c)

What can you do to help a child remember his number facts?

[3]

2

SECTION B (30 marks) Answer All the Questions in this Section Answer the questions in this section in a separate booklet. B4

Prepare a lesson plan on the teaching of addition of fractions (10) to Primary Five students. State clearly your learning objectives of the following components: (a) the expected learning outcomes, (b) ways of how these outcomes can occur, and (c) the required minimum level of achievement based on your certain fixed criteria.

B5

(a)

In the diagram below, lines r and s are parallel to each other. (3½) The measure of 3 is 65o . Use 3 to find the measure of each of the remaining angles. Support your answer.

(b)

B6

Show how you can form a generalization about the (6½) measures of the interior angles of a convex quadrilateral using the figure below.

How would you offset the effects of peer group pressures that 3

(10) encourage expressions of deviant behaviour in the classroom? Indicate the principles you would employ and explain why you would choose that particular set of principles to solve this problem.

SECTION C (30 marks) Answer All the Questions in this Section Answer the questions in this section in a separate booklet

C7

C8

(a) What are the six modes of representation suggested by the new (3) mathematics curriculum for primary schools in Brunei? (b)

Describe how you would use each representation to teach the (7) concept of decimals. Provide examples.

(a) and

Explain what you understand by “relational understanding” (4) “instrumental understanding”.

(b) Describe in detail how you would teach “division of fractions” (7) for relational understanding C9

the

(a) What are the important steps involved in the teaching of (5) introduction of measurement to young children? Explain by giving examples.

(b) children?

How would you teach area of triangles to Primary 4 (5)

.

4

5

SECTION D (30 marks) Answer All the Questions in this Section D10

D11

D12

(a)

With suitable examples or illustrations, outline four strategies that primary school teacher can use to help children to learn to solve word problems.

[8]

(b)

Write a word problem whose solution requires making a drawing or Figure which includes words like “less”, or “shorter”, or “longer” or “more”.

[2]

(a)

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

[3]

(b)

(i) Study this pattern and identify the shape(s) used to produce it

[3]

(ii) Describe the tessellation as fully as possible so as to enable your pupils to construct the shape

[4]

(a)

Describe one strategy you could teach your primary pupils to use to mentally simplify the following. (i) 68  0. 25 (ii) 288 × 50.

[4]

(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)

Identify two problems primary school children in Brunei have with [3] learning mathematics in English and explain how these could be addressed

END OF EXAMINATION

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