Name: Sarah Gracey Naicker

Student number: 14382830

Module: MIP1501
ASSIGNMENT 02
UNIQUE NUMBER: 543210

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Declaration form
MIP1501, ASSIGNMENT 02
I, SARAH GRACEY NAICKER, Student number – 14382830, declare that this
assignment is my own original work. Where secondary material has been used
(Either from a printed source or from the Internet), this has been carefully
acknowledged and referenced in accordance with departmental requirements. I
understand what plagiarism is and am aware of the department’s policy in this
regard. I have not allowed anyone else to borrow or copy my work.

28/06/2022
Signature: Date:

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Question 1

1.1. Maggie, Levy and Lawrence completed the following calculation:

1.1.1. Did any of the learners do the calculations correctly ?

No, none of the learners did the calculation correctly.

1.1.2. Identify the error(s) in the above calculations

Maggie did not follow the proper implementation of BODMAS, she did not follow the
correct order of operations, as it relates to BODMAS. She removed the brackets,
which led her to subtract, instead of first simplifying the brackets. Thereafter she
used addition and subtracting, to get 56 and 15. Which she then multiplied against
each other.

Levy also did not follow the correct order of operations in BODMAS. The learner
removed the brackets, then used subtraction, multiplication, and addition. Which
resulted in the learner producing the incorrect answer.

Lawrence made a similar mistake of removing, thus not correcting following order of
operations as it related to BODMAS. The brackets were supposed to be calculated
first, which the learner did not do. The learner calculated -56 + 8 = -48, when the
correct calculation is 56+8=64. Hence, 64 - 64 = 0.

1.1.3. Do the calculation correctly

64 - (8x7) + 8

= 64 - (56) + 8

= 64-56 + 8

= 64 - 64

=0

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1.2. Explain how to find the first six multiples of 12.

I would firstly explain that 1; 2; 3; 4; 6 and 12 are not multiplies of 12 but are factors
of 12. Which refers to numbers that can be multiplied to get 12, for example:

1 x 2 = 12

2 x 6 = 12

3 x 4 = 12.

On the other hand, one can find a multiple of a number, in this case 12, by
multiplying it (12) with another number, for example:

1 x 12 = 12

2 x 12 = 24

3 x 12 = 36

4 x 12 = 48

Hence, the first four multiples of 12 are 12, 24, 36, and 48.

1.3. The table below:

Questions Subtraction of Fractions to Percentages
fractions decimals
1.3.1. Identify Did not convert Proper The error made
the mixed numbers into implementatio here was dividing
error(s) improper fractions n would be to R15,00 by 100%.
and and implemented multiply each Where it should
explain the operation of part of the have been
the subtracting the fraction by a R15,00 divided
conceptu fraction with like – common factor by R120,00 then
al error denominators of 100. But the multiplied by
although, there was individual 100%
no like- instead
denominators. changed ¾ to

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 0.34, which is
incorrect

1.3.2. Correctly 1. Covert 1. Multiply 1. Divide

calculatio mixed fraction R15,00 by
ns and numbers into by 25, R120,00
explain improper as the then
fractions factor of multiply by
2. Find LCD 100 is 100%
and count 25
how many 2. Convert
times the fraction
denominator into
can go into it decimal
3. Multiply that
answer by
numerator
and subtract
answer
4. Convert
back into
mixed
fractions

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Question 2
Situation Number sentence
Part-part whole example:
There are 23 boys and 14 girls in 23 + 14 =
Grade 4. How many learners are
there in Grade 4 altogether?
The roll of learners in grade 4 are + 12 = 35
35. 12 learners are absent. How
many students are present ?
There are 55 learners in Grade 4. 55 – 37 =
When the girls are out, there are
only 37 boys left. How many girls are
in the class?
Comparison example: 24 + 8 =
William has 24 goats, and he buys
another 8. How many goats does
William have now
William has 23 goats, but he loses 23 – 8 =
8 goats on his way home. How
many goats does William have
now ?
William has 24 cows, but he really 32 – 8 =
wants to have 32 cows. How many
more cows does he need to buy?

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 2.2. Answer the questions below:
2.2.1. How many does she usually make?

X = the number of sandwiches normally made for each person.

2x + 4 = 6 x 2
2x + 2 = 12
2x = 12 – 4
2x = 8
2x/2 = 2/8
X=4

Mom makes 4 sandwiches for each person.

2.2.2. Calculate the ratio of John’s age to Thabo’s age in four years’ time

8 + 4 : 12 + 4

= 12:16

= 3:4

2.2.3. How many more marks did he need to get 70%?

Marks when he wrote the test:

(70/100 × 60) - (60/100 × 60)

= 42 marks - 36 marks

= 6 marks, needed to get 70%

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 Question 3
3.1.1. Write down the similarities and differences between the two systems.

Differences:

 The Egyptians used a base 10 number system which was not positional.
Whereas the Babylonians used base 60 (sexagesimal) and was positional.
 The placing of tens is on the left and of ones on the right in the Babylonian
number system. Whereas the European, the units and tens are placed on top
of the hundreds and the thousands are to the right

Similarities:

 The Babylonian and the Egyptian number system both used one kind of
symbol to represent 1 and used it throughout indicating of number 1-9.
Thereafter, different symbols were used to indicated numbers after 9.
 Both systems used symbols to represent numbers

3.1.2. Are these numeration systems still used today?

The Egyptian numeration systems is no longer used in modern day, as it was time
consuming to perform mathematical calculation, even as adding fractions in the
Egyptian numeric system. (MacTutor, 2000). However, the Babylonian numerical
system is used today (base 60 number system) when we measure time and angels,
(MacTutor, 2000)

3.2. Do we still use the Roman numeration system today? If so, give
examples from your own environment.

Yes, we still use the Roman numeration system today. Such as the grandfather clock
in my neighbour’s house, my periodic table chart, and the numbering of the first few
pages on my textbooks

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 3.3. How would you explain to your learners how they should go about
deciphering the following Roman numerals: MMXIX? Also, give the answer.

Roman numerals use seven letters of the alphabet, namely:

I=1

V= 5,

X = 10

L = 50

C= 100

D = 500

M= 1000

When you group numerals, the values of said numerals are added together, DD = 500
+ 500 = 1000. However, one cannot group three of the same numerals together, for
example, we can write LLL for 150, but not LLLL for 200. Instead, 200 would be written
as CL (100 + 50 = 150). In that same way, if a letter representing a larger is placed
before a letter representing a smaller value, both values are added together, as seen
in the above example. In contrast, if a letter representing a smaller value is placed
before a letter representing a larger value, it indicates subtraction, example, LD = 500
– 50 = 450.

To decode MMXIX, we know M= 1000, X = 10 and I = 1. Therefore MMXIX

= 1000 + 1000 + 10 + 10 – 1

= 2019

Question 4

4.1.1. The sum of three consecutive whole numbers is 27. Find the
numbers by showing all the steps

Trial and improvement:

5 + 6 + 7 = 18 (value too small)

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6 + 7 + 8 = 21 (value too small)

7 + 8 + 9 = 24 (correct values)

8 + 9 + 10 = 27

Hence, the sum of three consecutive whole numbers to get 27 are 8 + 9 + 10.

4.1.2. What is the largest three-digit number that you can make if you use
twenty stripes?

4.1.3. How many are each of the colour ball?

Number of balls: Yellow – Y, Red – R, Blue – B, Green – G

Y = 2B

B=½

1/3 R = Y

3x 1/3 R = Y x 3

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∴ R = 3Y

G=B

∴G=½Y

The sum of all the balls is equal to 20:

Y+B+R+G=20

2B + ½Y+ 3Y + ½Y = 20

(2×¼Y) +½Y+ 3Y + ½Y= 20

Y+½Y + 3Y+ ¼Y = 20

5Y = 20

5Y/5 = 20/5

∴ Y = 4 balls

B=½Y

B=½ (4)

∴ B= 2 balls

G =b

∴ G=2 balls

R= 3Y

R= 3(4)

∴R= 12 balls

Therefore, 4 yellow balls are present

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4.1.4. Solve this problem using a suitable model

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4.2. Three benefits of employing modelling:
 Enables students to become active participants in their learning
processes. In other words, learners are taking a central role in their
education by actively engaging with course material, they are more
hands – on. Hence, they are more inclined to understand content
concepts and procedures. Therefore, learners are likely to be in a
better position of achieving higher grades.
 Modelling in the classroom will grab student’s attention and assist in
maintaining their focus in the lesson. As compared to the usual “teach-
telling” approaches that over time, through repetition, become dull and
boring to students. Modelling change things up in the classroom,
making the lesson fun and exciting, and can help improve student’s
concentration during lessons. This enhances the visual appeal of their
materials, causing students to be engaged in learning. Thus, making
students retain greater amounts of information.
 Modelling aids the learner progression from each grade passed and
makes the transition from an informal concept to a formal mathematical
concept easier. In other words, modelling enables students to
understand concept easier, and when students are able to comprehend
such concepts as it relates to math, it means that they are functioning
at grade level (intermediate phase).

4.3. Steps in constructing number problems:

1. Identify the concept – One can effectively or correctly solve the

problem without understanding it first.
2. Prepare the lesson - Once, the problem has been understood,
planning the lesson is the next step. This involves implementation
process as it how learners may go about solving the problem
through investigation and building of a mode.
3. Phrase the goal – in every lesson, there has to be lesson
objective/aims, what will students learn from this, what is the
purpose of employing modelling using this concept. It is important

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 that teacher make the goal of the lesson clear to students, so that
they are aware of what is required of them
4. Think of a situation – This step involves manner of how the question
will be phrased. It is important that teachers link content to prior
knowledge and real-life situations, so that students can effectively
comprehend and solve the problem.
5. Build your own model – Test out the situation to ensure that is up to
standard, according to grade level.

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Bibliography

MacTutor, 2000. Babylonian numerals. [Online]

Available at: https://mathshistory.st-andrews.ac.uk/HistTopics/Babylonian_numerals/
[Accessed 25 June 2022].

MacTutor, 2000. Egyptian numerals. [Online]

Available at: https://mathshistory.st-andrews.ac.uk/HistTopics/Egyptian_numerals/
[Accessed 25 June 2022].

MIP1501 Study guide. 2021. Tutorial Letter 501:0:2021-2023. Mathematics for

Intermediate Phase Teachers ll. Department of Mathematics education. Pretoria:
University of South Africa.

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