MFPC 311

Angelic Steenkamp
076 416 3052
 STUDY UNIT 1

Learning outcomes
− To identify different number patterns
− To understand the importance to develop a basis for algebraic concepts and thoughts
− To give an overview of the key concepts of patterns, functions and algebra that are relevant for
the Foundation phase learner
− To develop applicable activities in which the Foundation phase learner’s algebraic thoughts and
reasoning will develop

Study material:
− Naude and Meier, Chapter 5
− Numeracy Handbook for Teachers, Unit 6
− Guidelines for Teaching Numeracy in the Foundation Phase
− Patterns and Pattern Development in the Foundation Phase

Prior knowledge
− Patterns can be numbers, steps or objects that are repeated.
− Mathematics is a science of patterns

CAPS – Department of Basic Education

Algebra in the Foundation Phase

− Algebraic thinking starts in the FP mathematics
− Begins informally and builds up to more structured ideas in the later grades.
− Foundation Phase learners starts with patterns!

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Triarchy of knowledge (Naude p. 198)
Physical knowledge − Touching, feeling and manipulating
mathematical objects that develop algebraic
concepts, exploring equality on a balancing
scale, etc.
Social knowledge − Learning the rules of patterns as well as the
algebraic vocabulary to “read” and describe
patterns; mathematical relationships; equality;
variables; and symbols used in mathematical
sentences
Conceptual − Conceptual knowledge relating to patterning
knowledge − Representing and describing mathematical
relationships
− Understanding equality and the true meaning
of the equal sign
− Understanding the use of variables and open
sentences to express relationships through the
appropriate use of symbols

Introduction to the concept of patterns, functions and algebra (Naude p. 198)

− For patterns, functions and algebra, the big ideas or key concepts around which this content
area should be organized are outlined as:
✓ Patterns
✓ Relationships
✓ Functions
✓ Variables
✓ equations and expressions (number sentences)
− These big ideas for the Grades R–3 mathematics curriculum should include the study of the
following early algebraic concepts:
✓ Patterns (recognise/ identify, read, describe, extend, create, generalize and represent a
wide variety of patterns)
✓ Mathematical relationships, including an informal exploration of functional and
recursive relationships (describe, represent and make generalizations about
relationships)
✓ Expressions and equality (represent mathematical ideas using simple numerical
expressions and equations)
✓ Equivalence (understanding the equal sign as an indication that quantities have the
✓ same value)
✓ Variables (explore the use of variables and open sentences to express relationships)

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Foundation phase teaching must focus on:

Discovering patterns in the foundation phase (Naude p. 200)

− In their view, patterning is a domain of study, a process and a habit of mind.
− Patterning, as described by Charlesworth and Lind (2013: 362), involves the process of
discovering auditory, visual and motor regularity.
− Children typically follow an observable developmental progression in learning about patterns in
recognizable stages or levels; an abstract understanding of patterns develops gradually during
the early childhood years.

Learning trajectories for patterns

− Patterns in world around us
− The developmental path for learning about patterns can be described as part of a learning
trajectory
− Learning trajectories guide teachers in knowing when to present what, so that learners may
progress appropriately through the levels in algebraic thinking
− Mathematics is often referred to as “the science of patterns”.
− Our surrounding world is filled with patterns!
− Understanding various types of patterns and experiencing the wonder of patterns should be an
objective of the Foundation Phase curriculum.
− We should use the surrounding environment to help learners discover and explain all kinds of
patterns.

Patterns, patterns everywhere!

− Young children encounter patterns in different situations as they venture out into the world.
− From early on they observe both natural and man-made patterns and find their own ways to
describe and make meaning of them
− Natural patterns are those patterns presented by nature.
− The world around us is not a chaotic place, but one that is ruled by order and precision.
− Our universe is regulated by patterns
✓ ethe repetitive day/ night/ day/ night pattern
✓ the regular 28-day moon cycle
✓ the annual cycle of 365 days in a year
✓ the seasons cycle (Winter–Spring–Summer–Autumn),
✓ patterns on plants, animals and insects
✓ patterns in sounds and movements,

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 − An important idea in algebraic thinking is the understanding that most things change over time,
that such changes are predictable, and that changes can be described mathematically.
− The patterns and cycles found in nature offer many opportunities for learners to notice and
describe many different changes.
− Man-made patterns are patterns created by people and are everywhere to be discovered
✓ in the classroom and in our immediate surroundings
 e.g. in the architecture of buildings
 tyres on bicycles or cars
 designs on cultural artefacts, carpets, fabrics, windows, burglar bars, floor tile
and the bricks of the walls or buildings.
− All of these consist of different patterns

Repeating patterns
− The simplest types of patterns are repeating patterns.
− In the most general sense, a repeating pattern can be described as a basic unit that is repeated
over and over following a specific rule
− A repeating pattern therefore is a pattern in which a core continuously repeats itself
− e.g. ABB, ABB, ABB, ...

Important concepts in repeating patterns

− The important concepts relating to repeating patterns will be explained by means of a practical
example.
− A brief explanation of each of the important concepts follows (use the example of the repeating
pattern above as reference):

Elements of the pattern

− The elements of a pattern refer to the specific item (shape, object, letter) within the pattern.
− The elements in this pattern are made up of circles and squares.

Structure of a pattern
− The structure of a pattern refers to the composition of the pattern, i.e. the order in which
elements occur in the pattern.
− The structure can be represented by a series of letters, for example, can be
represented by ABB.
− Examples of structures of repeating patterns (i.e. repeating the basic unit) include:
✓ ABABABAB

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 ✓ ABCABC
✓ AABBAABBAABB
✓ AABAAB
✓ AABCAABC
✓ ABACABAC

The core of the pattern (gives the rule)

− The core of a repeating pattern is the shortest string of elements that repeats itself.
− In other words, the core of the pattern tells us what is repeated – it indicates the rule according
to which the pattern is repeated.
− The core of the pattern above consists of three elements:
− We can read this pattern as an ABB pattern.
− It is evident that there is a certain logic involved in patterning: To extend a pattern, a rule –
which is consistent and predictable – must be followed.

Generality
− Generalisation is the process of determining a general rule or making a conclusion based on the
observation of given examples.
− Through investigating patterns, learners learn to express generality.
− Algebraic thinking means that learners must learn to use the content of algebra to generalize (to
deduce a general rule) and formalize regularity (things that occur in a fixed, predictable way) in
all aspects of mathematics.
− A Generalisation refers to something that is true in most cases or can also be explained as a
“general rule”.

Predictions
− Following the rule (repeating the core elements in the same order) enables us to make
predictions, i.e. we can tell what comes next by identifying and following the rule.
− Exploring the pattern, enables us to predict what comes next.

Patterns can be represented in different ways

− patterning as a process of discovering auditory, visual and motor regularity.
− An important concept in patterning is the understanding that the same pattern can be
represented in different modes.
− A mode implies the general manner in which a pattern is represented.
− One can represent patterns in a variety of modes, e.g.
✓ visual using concrete shapes, objects
✓ auditory using rhymes, songs, claps
✓ kinesthetically using actions, movements, and
✓ symbolically using letters, number symbols

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Attributes as classification rules for patterns
− Attributes are special characteristics that can be used to place items that belong together, in
groups (categories).
− We can also say that items can be categorised on the basis of their attributes (or characteristics).
− When we create a pattern, strings of elements (units) are repeated.
− We use attributes of items as repeating elements (or core).
− There are many different attributes that patterns can be based on.
− The following are a few ideas:
✓ Geometric attributes (shapes).
 The pattern is repeated using shapes, e.g. circles, triangles, ovals or squares, as
repeating elements
✓ Physical attributes (colour, type, length, number, etc.).
 A pattern can be repeated using
• colours (red – blue – yellow; red – blue – yellow; ...)
• size (big – small – big – small; fat/ thin, short/ tall, etc.)
• texture (rough – smooth, rough – smooth; soft, hard, wet, dry, etc.)
• material (plastic – wood – plastic – wood; glass, paper, cloth, metal)
• common features (all have wheels/ all have holes, wings/ without
wings, etc.).
✓ Relational attributes (sequence, function).
 A pattern can be repeated following a specific sequence, e.g. the first bead is
red, the second bead is blue and the third bead is yellow, etc.; or direction(right,
up, down, left) / position, e.g. (on top/ side/ in front).
✓ Combination of attributes.
 Learners can base a pattern on geometric attributes (shapes) and physical
attributes (colour) – and so on.

Factors that influence the complexity of patterns

Nature of attributes in pattern
− Certain attributes of patterns are clear and easy to notice (e.g. colour: black–white– black–
white).
− A pattern increases in complexity if it involves changes to one or more attributes that are less
obvious (e.g. size, shape, texture, thickness, orientation, material or common features).

Number of changing attributes in pattern

− Simple patterns involve changes to one attribute.
− For example, in the repeating pattern illustrated below, shape is the changing attribute, while
size and colour remain constant:

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Number of elements in the core
− The core (the part of the pattern that continuously repeats itself) is composed of elements (the
specific items within a pattern).
− The pattern above consists of a core with two elements (circle, square).
− The following pattern is more complex – it involves a core with three elements (i.e. circle,
square, square):

The number of changing attributes within the core

− The following pattern is more complex because of the changes to the attributes (i.e. colour, size,
direction) within the pattern core:

Development of algebra concepts through repeated patterns

− Repeating patterns must be introduced to learners following the sequence:
✓ three dimensional (concrete) to two dimensional (semiconcrete) to abstract (symbolic).

− Learners should first explore patterns using real physical objects/ manipulatives (e.g. shapes,
beads, bottle tops, etc.) in a visual mode, or experiences in auditory or kinesthetic mode.
− Then learners explore patterns in a two dimensional format (cut-out shapes, pattern strips,
drawings, etc.), and finally using number symbols or letters.
− The identify–read–describe–copy–extend–create–translate sequence is useful to scaffold
children’s learning about patterns
✓ Identify pattern
✓ Read pattern
✓ Describe pattern
Meer verduidelik
✓ Determine pattern rules
op p. 207- 219
✓ Copy pattern

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 ✓ Extend pattern

✓ Challenging extensions

✓ Extend and predict

✓ Create patterns
✓ Translate and represent patterns

✓ Use letters to represent patterns

✓ Same family, different patterns

✓ Same patterns, different family

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 ✓ Missing elements

Growing patterns (Naude p. 219)

− Growing patterns differ from repeating patterns.
− Growing patterns are patterns in which every element in the pattern is related to the preceding
element in the pattern in the same way.
− Growing patterns increase or decrease systematically
− Explorations with repeating patterns are the focus for Grades R and 1, and should be grasped
before we introduce growing patterns.
− However, learners as young as reception year are able to grasp simple growing patterns.
− We need to point out to learners that repeating patterns differ from growing patterns.
− Next, some important concepts in growing patterns will be highlighted.

Growing or shrinking systematically

− Growing patterns grow (increase) and/ or shrink (decrease) from one step to the following.
− Growing patterns consist of a series of separate steps: every new step is related to the next in
the same way.
− Growing patterns therefore increase or decrease systematically.
− A growing pattern is a pattern that increases systematically, and a shrinking pattern is a pattern
that decreases systematically

Grow with constant change

− The simplest of all growing patterns begins with one element in the first step, and increases by
one element in each subsequent step (it can be described with numbers such as 1, 2, 3, ...).

Angelic Steenkamp 076 416 3052 MFPC 311

 − Can grow horizontally or vertically

− All of the above examples are growing patterns based on a constant change, namely of add one.
− Thus, the rule is + 1.
− More complex patterns have more than one element in the first step, with one or more
elements added at each new step.
− In this example, the first step begins with two blocks, with one block added at each subsequent
step (it can be described with numbers such as 2, 3, 4 with the rule of add one):

Grow with changing amount

− Patterns can also grow (or shrink) by a changing amount that is constantly followed from the
one step to the next:

Growing patterns can be translated in a variety of ways

− The same growing pattern can be translated in different ways.
− Translating growing patterns from one form to another helps us recognise the constant change
that happens from one step to the next.
− Translating the pattern into another form using concrete material, e.g. paper squares:

Angelic Steenkamp 076 416 3052 MFPC 311

 − Translating the pattern using different concrete material points out the physical arrangement of
the pattern and how the pattern grows or shrinks from step to step.
− Translated to a different mode (e.g. auditory, kinesthetically – sounds, actions):

− Translating the pattern to a different mode points out the number of elements in each step:
✓ Using a number line. A number line visually points out the rate of increase (or decrease)
in the pattern.

✓ Using numbers. Growing patterns have a numeric component, i.e. the number of
objects in each step. Translating a pattern using numbers points out that the
relationship between the steps can be described numerically. is pattern can be
translated using the number sequence: 2–4–6–8. In this case the skip-counting
sequence, 2–4–6–8, is followed.
✓ Using a bar graph. Making simple bar graphs that represent patterns enables us to
observe how the elements in the patterns grow (increase) or shrink (decrease) from
step to step.

✓ Using a table. Two important relationships that Foundation Phase learners should be
exposed to during their exploration of growing patterns are: (a) the recursive
relationship (i.e. the description that tells how the pattern changes from step to step);
and (b) the functional relationship (i.e. the relationship between the step number and
the number of objects in the step) Using a table to record the information about the
pattern is a good way of introducing these two relationships to learners. Please note
that learners are not required to learn the words for describing these relationships, but

Angelic Steenkamp 076 416 3052 MFPC 311

 as a teacher you should point out the different relationships through appropriate
questioning and expectations for what the learners should do in the pattern activity.

Growing patterns have a recursive relationship

− The recursive relationship is a description that tells how a growing or shrinking pattern changes
from one step to the next.
− The recursive relationship in this pattern can be described as: step 1 has 2 buttons, step 2 has 4
buttons, step 3 has 6 buttons, step 4 has 8 buttons, in other words, the subsequent steps
systematically increase by + 2 (2; 2 + 2; 4 + 2; 6 + 2). In this way, we see that the rule of the
pattern (growing or shrinking) can be expressed arithmetically (e.g. + 2).
− The arithmetic relationship between the steps can be indicated with arrows at the side of the
table (e.g. + 2):

Growing patterns have a functional relationship

− Using tables to record information about the pattern also points out the functional relationship
within growing/ shrinking patterns.
− The functional relationship is a mathematical relationship between two sets of numbers, where
every number value in one set corresponds to exactly one number value in the other set.
− In this example, the functional relationship can be described as: in step 1, the number of
elements is 2; in step 2, the number of elements is 4; in step 3, the number of elements is 6; in
step 4, the number of elements is 8.
− The relationship between the step number and the corresponding number of elements in that
step is double the step number.
− Thus, the functional relationship between the step number and number of elements (buttons) in
the step can be expressed as “multiply the step number by 2”.
− This relationship can be indicated at the bottom of the table with an arrow (e.g. × 2).

Angelic Steenkamp 076 416 3052 MFPC 311

Developing algebraic ideas through growing patterns (Naude p. 224)
− Growing patterns should be introduced in the following sequence: (a) three dimensional (e.g.
use of real objects); (b) two dimensional (pictures, drawings); and (c) abstract (symbols, e.g. ABC
or 123).

− The copy-extend-create-represent sequence is a useful and necessary scaffold for learning about
growing patterns.
− Some ideas are provided next.

Copy a growing pattern

− Copying a growing pattern should first involve learners building the growing patterns physically
so that they experience how the pattern changes from the one step to the following step.
− In the example below, learners are required to copy steps 1, 2 and 3 from the original add one
pattern provided.

Extend a growing pattern

− To extend a pattern, learners are required to see the relationship between the steps and to use
that understanding to build the following step.
− They need to find the rule, and extend the pattern accordingly.
− Remember to provide at least the first three steps before learners are required to extend the
pattern.
− In the example below, learners are required to extend the next two steps:

Angelic Steenkamp 076 416 3052 MFPC 311

Create a growing pattern
− Provide ample opportunities for learners to create their own growing patterns with a variety of
three dimensional materials in a linear (horizontal) and vertical formation.
− Provide sufficient suitable materials, e.g. stacking cubes, blocks, tiles, counters, straws, or
matches, to allow them to use as many items as their pattern requires.
− Also have them create growing patterns using two dimensional materials and pictures/
drawings.
− Some examples of growing patterns are provided next:

Representing growing patterns

− An example of how growing patterns can be represented in different ways was given in the
paragraph on important concepts.
− By Grade 3, learners should examine growing patterns in more than one way: additively
(recursive relationship) and multiplicatively (functional relationship), and represent patterns
using a ratio table.
− See how the following growing pattern, created with grey and black beads, is represented in a
variety of ways:

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Number patterns (Naude p. 230)
− Counting patterns

Meer verduidelik
in boek

− Patterns in addition and subtraction

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 − Patterns in multiplication and division

− Patterns in hundred block

− Patterns in number charts

− Base-ten patterns

Angelic Steenkamp 076 416 3052 MFPC 311

 − Place-value patterns

− Symbolic exercises

Angelic Steenkamp 076 416 3052 MFPC 311

Functions
− A function is a way of expressing relationship
− Foundation Phase learners must explore very informally the ways that functions (the
relationship between input and output values) work.
− There are a variety of useful ways in which functions can be explored in class, e.g. real-life
situations, tables, simple input-output “machines” and flow (arrow) diagrams.
− Let’s explore some of the ways in which learners can learn about functions.

Real-life situations
− To focus learners’ attention on the relationship between two sets of numbers, everyday/ real-
life situations must be explored, especially in Grade 1.
− Use the learners in your class to explore, for example, the relationship between the number of
learners and the number of hands:

Input-output machines
− A function machine is a concrete approach to demonstrating relationships between numbers,
and serves as an initial exploration of the concept of a function.
− In their everyday lives, learners come across “function” or “input–output machines”, e.g. when
they put a coin in, they get a cold drink out.
− Modelling relationships that show learners an “input–output machine” that gives an output
number for each input number is a useful way of teaching learners about functions.
− Function machines always follow a rule.
− The machine can add, subtract, multiply or divide, but always does the same thing to a number,
e.g. one more than the number input, or double the input number, or two less than the input
number, and so on.
− Learners will find it easier to find the general rule (the function) if the relationship involves only
one operation.
− Let them practise this a lot! If you are sure that your learners are able to find the general rule
that relates the two quantities, you can introduce activities involving two operations, e.g. + 2
and × 5 – but not before the end of Grade 3.

Angelic Steenkamp 076 416 3052 MFPC 311

 − By discussing the patterns learners see, you can help them find the general rule (the function)
that relates the two quantities.

Flow diagrams
− Flow (arrow) diagrams are a type of input-output activity that you can use from the end of
Grade 1, beginning of Grade 2 – always within the number range and ability level of the grade
group.
− Flow (arrow) diagrams work exactly like the input-output machine described in the previous
paragraph.
− For Grades 1 and 2, focus on one operation only (e.g. + 8).

Expressions and equality (Naude p. 242)

− We need to offer our learners many experiences in recognizing, defining, creating and
maintaining equality

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Equations
− Equations are mathematical statements that have equivalent expressions on both sides of the
equal sign
− Developing an understanding of equations and the appropriate use of the equal sign is critical
for expressing generalization about numbers, and for developing algebraic reasoning.
− Interpreting an equation correctly requires that learners recognise that the equal sign indicates
a relationship; it indicates that the quantity on one (left) side is equal to the quantity on the
other (right) side, for example, 10 = 3 + 7 or 4 + 6 = 5 + 5.

Using real balance scales

− we need to offer a variety of concrete experiences with balancing real objects on, for example, a
balance scale, where they physically experience the concept of equating two quantities
− Learners can observe how the sides are in balance when they contain the same number of
blocks, and that they are not in balance when one side contains more blocks than the other

− It is important that learners understand the concept of maintaining equality.

− In their explorations of balancing activities, they need to discover that sides that are balanced
remain balanced when the same number of blocks is added to or taken away from both sides.
− In other words, the focus of explorations should not merely be on the differences between the
two sides, but rather on what is needed to maintain balance (or equality) between the two sides

Angelic Steenkamp 076 416 3052 MFPC 311

 − Always give learners opportunities to physically try out what can be added or taken away to
balance the scale

Identify the value of objects in a situation of equality

− Activities on a balance scale should also challenge learners to identify the value of objects in a
situation of equality.
− In the following example, learners may notice that in Balance A, the balance indicates that both
cubes are equal (LHS = RHS). In Balance B, three cubes are equal to one cube and one cylinder
(LHS = RHS).

Finding unknown values

− Problems involving balances can also involve finding unknown values.
− For example, cubes could be assigned a value of 4, and cylinders could be given an unknown
value.
− Ask learners to find the value of the unknowns.
− What would happen if one cube were removed from each side?
− What can you say about the weight of the cube? (One cube is equal to two cylinders.)
− What can you say about the value of a cylinder? (It is worth 2.)

Angelic Steenkamp 076 416 3052 MFPC 311

Use representatives
− To help learners determine whether expressions represent an equation (a balanced scale) or an
inequality (an unbalanced scale), activities on the two dimensional/ semi concrete level, i.e.
graphic or symbolic representations of a balance scale, can be used.
− Making representations (drawings) is, however, on an advanced level and should not be
introduced before Grade 3.
− See the following representation that shows how two quantities balance:

− Examples such as the following can be drawn on the board. e teacher should challenge learners’
thinking by asking questions such as:

Angelic Steenkamp 076 416 3052 MFPC 311

MFPC 311 2022
LU 1.1 - INTRODUCTION TO THE CONCEPT OF PATTERNS AND ALGEBRA
INLEIDING TOT DIE KONSEP VAN PATRONE EN ALGEBRA

Worksheet 1 (A) / Werkskaart 1(A) Due Date: 28 Feb 4 March

eFundi Test 7 11 March

Study material / Studiemateriaal:

Naude & Meier, Hoofstuk 5
Brombacher Patterns and Patterning
Guidelines for Teaching Numeracy in the Foundation Phase. (Available on eFundi)

Question 1

1. The learning of patterns, functions and algebra is underpinned by different types of

knowledge.

1.1 Name these types of knowledge.

Physical knowledge
Social knowledge
Conceptual knowledge

1.2 What key or critical ideas underly each of these kinds of knowledge?
Patterns
Relationships
Functions
Variables
Equations and expressions

Question 2 / Vraag 2

2.1 The big ideas in the Grades R-3 mathematics curriculum should include certain early
algebraic concepts. Discuss any three of them:
Variables: explore the use of variables and open sentences to express relationships.
Equivalence: Understanding the equal sign as an indication that quantities have the
same value
Expressions and equality: represent mathematical ideas using simple numerical
expressions and equations

Page 1 of 6
Question 3 / Vraag 3

3.1 Define each of the following key concepts captured in the Foundation Phase teaching of
patterns, functions and algebra. Give an example with each concept.

Concept Definition Example

a. Patterning The sequencing of
numbers, objects,
shapes, events,
actions, sounds,
ideas, etc. in regular
ways.
b. Number sentence Sentences that 3 + 2 = 5, or 3 5
symbolise an
operation
c. Functional relationship A mathematical Multiply the set number
relationship by 2
between two sets of
numbers, where
every number value
in one set
corresponds to
exactly one number
value in the other
set
d. Variable Anything axb=bxa
changeable: a
shape, letter, or
symbol used to
represent an
unknown quantity, a
changing value, or
an unspecified
number
e. Pattern rule A description of how The pattern rule for
a pattern repeats, growing pattern 1, 3, 5,
grows, or shrinks, 7, might be
based on a expressed as begin at
generalisation 1, and repeatedly add
about the pattern 2
structure.
f. Cyclical patterns A cycle of patterns The regular 28-day
in which the pattern moon cycle
happens again and
again, it forms a
cycle

Page 2 of 6
3.2 A lot of emphasis is put on teachers enabling learners to construct their own
understanding of key concepts to promote algebraic thinking. Discuss these core
aspects that are presented in algebraic reasoning, according to Blanton (2008:47).
generalising mathematical structure, properties and relationships and expressing these
generalisations through increasingly symbolic forms
syntactically guided reasoning and actions on generalisations
In simple terms, this means that young children should be encouraged to note regularities
and make generalisations by means of forms such as algebraic notation, graphs and
tables

LU 1.2 - DISCOVERING PATTERNS IN THE FOUNDATION PHASE

ONTDEKKING VAN PATRONE IN DIE GRONDSLAGFASE

Worksheet 1 (B) / Werkkaart 1 (B) 28 Feb 4 March

eFundi Test 7 11 March

Question 1 / Vraag 1

1.1 Children encounter patterns in different situations as they venture out into the world. In
the Foundation Phase there are two main types of patterns. Describe them with an aid of
a picture/ diagram.
Natural patterns: patterns presented by nature

Man-made patterns: patterns created by people

1.2 An emphasis is made on Foundation Phase classroom activities for patterning that it
should focus on two important types of patterns. Name these types of patterns and give
an example of each that can be used in a Gr 1 lesson.
Repeating patterns: a basic unit that is repeated over and over following a specific rule
For example, learners can be asked to create their own patterns and use blocks
to represent it on a concrete level, then drawings to represent i ton a semi-
concrete level.
Growing patterns: patterns in which every element in the pattern is related to the
proceeding element in the pattern in the same way
For example, let the learner build a pattern with Unifix cubes there they add one
1 to each step, meaning they let the pattern grow.

Page 3 of 6
Question 2 / Vraag 2

2.1 Repeating and growing patterns are used in the Foundation Phase. Study the important
concepts in repeating patterns (Naude p. 149/ p. 203) and answer the following
questions:

a. Copy the pattern below: / Kopieer die patroon hieronder:

b. Identify the core of this pattern

The core/basic unit of this pattern is a circle, arrow, triangle

Also represented as ABC pattern

c. Name the elements in this pattern.

The elements in this pattern are made up of circles, arrows and triangles

d. Determine the structure of this pattern

The structure of the pattern is ABCABC

e. Give the following three elements in this pattern.

Circle, arrow, triangle

f. Represent this same pattern using a different mode.

Symbolically using letters: ABCABC

g. Determine the rule of this pattern.

Repeat the core elements in the same order

h. What mode is used to present the pattern and why?

Visual mode, because the patterns are made up of concrete shapes and objects

Page 4 of 6
Question 3
3.1 Patterns can be based on different attributes as classification rules. Explain with examples
the different characteristics that can be repeated in physical attributes when taught in a
Grade 1 Class.
A pattern can be repeated using
colours (red blue yellow; red blue yellow; ...) size (big small big
small; fat/ thin, short/ tall, etc.)
texture (rough smooth, rough smooth; soft, hard, wet, dry, etc.)
material (plastic wood plastic wood; glass, paper, cloth, metal, etc.)
common features (all have wheels/ all have holes, wings/ without wings, etc.).

3.2 Teaching growing patterns demands a certain sequence in harnessing the development of
algebraic ideas. Briefly discuss this sequence that you will follow in your teaching.

Growing patterns need tob e introduced in the following sequence:

Three dimensional where I will make use of real life objects to teach
Two dimensional where I will use pictures and drawings to teach learners
Abstract where symbols like ABC or 123 will be used to teach the learners.

Question 4

Match the concept in Column A with the best example in Column B

Column A / Kolom A Answ: Column B / Kolom B

4.1.1 Geometric attribute F A

4.1.2 Developing Algebraic ideas D B + = 10

4.1.3 Flow diagram A C X+2=4

4.1.4 Equation E D

4.1.5 Variables in the Foundation Phase B E 5+4=3+6

F Shapes / Vorms

G 5+4

Page 5 of 6
Question 5

5.1 In the early grades (Grade 1) learners experience number patterns. State the rule that
the Grade 1s can give in these growing patterns below:
a.
Start at 100 and subtract 1 each time

b.
Start at 1 and multiple the number with 2

c.
Start at 16 and divide the number with 2

Page 6 of 6
 Study Unit 2.1

Outcomes
− present, analyze and interpret data
− refer to learners’ experience with statistics and probability and acquire the correct use of
language to express these ideas;
− help learners to identify applicable problems which can be analyzed and to help learners to
collect applicable data to solve the problems;
− help learners to organize data effectively and to help them to select applicable graphs, maps
and statistical techniques;
− help learners to describe data accurately and make valid interpretations;
− plan interesting and applicable problems which learners can complete, and to identify and
explain abuse of statistics and wrongful arguments

Study Material
− Mathematics for Elementary teachers 10th Edition (Chapter 10 (10.1-10.2))

Statistics
− The collecting and analyzing numerical data in large quantities to understand relationships in a
whole (big group) from the small group (participants) (representing the big group) of data
(sample)

Steps to Statistical Problem Solving

− Formulate questions
− Collect data
− Organize and present
− Analyze and interpret results

Step 1: formulate questions

− Statistical questions can be formulated from contexts we encounter in our daily lives.
− For children, these questions could be about their families, their school, their community, or
society in general.
− For example: How many siblings do most third graders have?
− What is the favorite book of fifth graders?
− In general, statistics questions ask for information like
− How many? How big? Which of these is the largest, fastest, or tallest?
− A question that can be answered by gathering data is called a statistics question.

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Step 2: collect data
− There are two main aspects of collecting data:
(1) what data you are going to collect
(2) how you are going to collect it.
− Deciding which data would best help answer your statistics question will help in deciding what
data to collect.
− Similarly, thinking about how the data will be collected will also influence what data is collected.
− Will the data be collected by making observations, administering a survey, or conducting an
experiment where measurements will be taken?
− When collecting data, the entire group in question is called the population, and the subset of
the population that is actually observed, questioned, or analyzed is called a sample.
− If a sample is carefully chosen, we may assume that it is representative of the population and
shares the main characteristics of the group.
− We can use the opinions we obtain from a well selected sample of students as estimates of the
opinions of the entire population of students.
− However, a great deal of care should be taken in selecting a sample.
− Similar to Pólya’s steps for problem solving, once a plan for data collection has been devised,
the plan must be carried out to collect the data.

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Step 3: Organize and Display Data
− Group data
− Choose categories
− Once the data has been collected, it needs to be organized and displayed in a way that will
facilitate the analysis and thus enable you to answer the original question.
− The data can be organized in tables and then displayed using any of the representations
discussed in Sections 10.1 and 10.2.
− Two of the important decisions that are made when displaying the data is knowing which
representation is appropriate for the data and the attributes of the data that you want to
illustrate.

Line Plots
− The four-step process for statistical problem solving can be used to construct what is known as a
line plot where each value is displayed and repeated values can be readily seen.
− Each dot corresponds to one score.
− The frequency of a number is the number of times it occurs in a collection of data.
− From this graph of scores, she had a more visual representation of the data.

Stem and Leaf Plots

− One popular method of organizing data is to use a stem and leaf plot
− A stem and leaf plot for the scores appears in Table 10.2.
− The stems are the tens digits of the science test scores, and the leaves are the ones digits.
− For example, 0 | 6 represents a score of 6, and 1 | 4 represents a score of 14.
− Notice that the leaves are recorded in the order in which they appear in the list of science test
scores, not in increasing order.
− We can refine the stem and leaf plot by listing the leaves in increasing order to make the
frequency of the data more evident
− Using a back-to-back stem and leaf plot, we can compare the two classes by listing the leaves for
the classes on either side of the stem
− Notice that the leaves increase as they move away from the stems.

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Histograms
− Another common method of representing data is to group it in intervals and plot the
frequencies of the data in each interval.
− For example, in Table 10.3, we see that the interval from 20 to 29 had more scores than any
other, and that relatively few scores fell in the extreme intervals 0 9− and 40 49 –
− To make this visually apparent, we can make a histogram, which shows the number of scores
that occur in each interval

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Bar Graphs
− A bar graph is a way to display data so direct visual comparisons over a period of time can be
made.
− The bar graph in Figure 10.3 shows the total school expenditures in the United States over an
eight-year period.
− The entries along the horizontal axis are years and the vertical axis represents billions of dollars,
so the label of 400 on that axis actually means $400,000,000,000.
− The mark on the vertical axis is used to indicate that this part of the scale is not consistent with
the rest of the scale.
− This is a common practice to conserve space.

Line Graphs
− A line graph is useful for plotting data over a period of time to indicate trends

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Circle Graphs
− Circle graphs are used for comparing parts of a whole
− In making a circle graph, the area of a sector is proportional to the fraction or percentage that it
represents.
− The central angle in the sector is equal to the given percentage of 360°
− For example, in Figure 10.10 the central angle for the teachers’ sector is 12% of 360°, or 43 2. °
− Multiple-circle graphs can be used to show trends.
− For example, Figure 10.12 shows the changes in meat consumption between the two years 1971
and 2010.
− One can see that the relative amount of red meat consumed per person has declined and the
relative amounts of both poultry and seafood have increased.

Pictographs
− Many common types of charts and graphs are used for picturing data.
− A pictograph, like the one in Figure 10.14, uses a picture, or icon, to symbolize the quantities
being represented.
− From a pictograph we can observe the change in a quantity over time.
− We can also make comparisons between similar situations.
− For example, in Figure 10.15, we can compare the average number of existing homes sold in
each of the four regions of the United States.
− Notice that Figures 10.14 and 10.15 are equivalent to line plots, with pictures of houses instead
of dots.

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Step 4: Analyze and Interpret Data
− Read, understand, and draw conclusions on data displayed on graphs, in tables and charts.
− Look at distribution
− Look at central tendency
− Make conclusions and convincing arguments based on the data

Measuring Central Tendency

Mode
− The mode for a class gives us some very rough information about the general performance of
the class.
− It is unaffected by all the other scores.
− In a list of numbers, the number that occurs most frequently
− 2,4,5,8,4,7,2,1,4,2,9,5,4,2,3,4,4
− Frequency table:

Median
− In a list of numbers / scores, the middle number/ score
− 2,4,5,8,4,7,2,1,4,2,9,5,4,2,3,4,4,
✓ 1,2,2,2,2,3,4,4,4,4,4,4,5,5,7,8,9

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Mean or Average
𝑠𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑠𝑐𝑜𝑟𝑒𝑠
−
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑐𝑜𝑟𝑒𝑠
− 2,4,5,8,7,2,1,4,2,9,5,4,2,3,4,4
− 66 / 16 = 4.125
− The mean for each class is obtained by summing all the scores and dividing the sum by the total
number of scores

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 Study Unit 2.2

Outcomes
− present, analyze and interpret data
− refer to learners’ experience with statistics and probability and acquire the correct use of
language to express these ideas
− help learners to identify applicable problems which can be analyzed and to help learners to
collect applicable data to solve the problems
− help learners to organize data effectively and to help them to select applicable graphs, maps
and statistical techniques
− help learners to describe data accurately and make valid interpretations
− plan interesting and applicable problems which learners can complete, and to identify and
explain abuse of statistics and wrongful arguments

Study Material
− Musser, Chapter 11 (11.1-11.2)

Probability
− Predicting the likelihood of uncertain occurrence.
✓ Weather
✓ Medicine
✓ Sport
✓ Gambling
− Closely related to statistical methods

Types of probability
Experimental probability
− Is the result of an experiment or simulation after a number of times

Theoretical probability
− Is what the expected to happen based on the possible outcomes, assuming equally likely events.

Terminology
Experiment
− Act of making an observation or taking a measurement

Outcome
− One of the possible things that can occur as a result of the experiment

Event:
− Subset of the sample space

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Sample space
− Set of all possible outcomes.

Example
Experiment
− 2 balls are drawn from the bag.
− Record the colour

Sample space
− {G,G,G,R,R,R,Y,B,B}

Event
− Some of the possible events:
✓ A = draw a red ball and a Green ball {R, G}

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Computing Probabilities in Simple Experiments
− The probability of an event, E, is the fraction (decimal, percent, or ratio) indicating the relative
frequency with which event E should occur in a given sample space S.
− Two events are equally likely if they occur with equal relative frequency (i.e., equally often).

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 − The primary use of a sample space is to make sure that you have accounted for all possible
outcomes.
− The examples thus far could likely be done without listing a sample space, but they prepare us
for using a sample space to compute the probabilities in the next few examples.
− Each of the experiments that we have investigated thus far involve doing an action with one
object once: tossing a coin, rolling a die, spinning a spinner, drawing a card.
− Computing probabilities becomes more difficult when multiple actions or objects are involved.
− Examples of using multiple objects such as tossing three coins and rolling two dice follow.

− This probability is based on ideal occurrences and is referred to as a theoretically

probability
− Another way to approach this problem is by actually tossing three coins many times and
recording the results.
− Computing probability in this way by determining the ratio of the frequency of an event to
the total number of repetitions is called experimental probability

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 − Experimental probability has the advantage of being established via observations.
− The obvious disadvantage is that it depends on a particular set of repetitions of an experiment
and may not generalize to other repetitions of the same type of experiment.
− In either case, however, the probability was found by determining a ratio.
− From this point on, all probabilities will be computed theoretically unless otherwise indicated.

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Angelic Steenkamp 076 416 3052 MFPC 311
 − In Example 11.7, events A and C are disjoint, or mutually exclusive .
− That is, they have no outcomes in common

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Scale for probability

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Example
− What is the probability of getting tails when flipping a coin?
✓ Sample space = {H,T}
✓ 𝑃(𝑇𝑎𝑖𝑙𝑠)= ½
− A coin is flipped twice. What is the probability of getting tails both times?
✓ Sample space = {(H,H), (H,T), (T,H),(T,T)}
✓ P( T,T) = ¼
− What is the probability of drawing a red ball?
✓ Sample space = {B,B,G,G,G,G,R,R,R,Y}
✓ 𝑃(𝑅𝑒𝑑 𝑏𝑎𝑙𝑙)= 3/10
− Rolling a 6 sided die, what is the probability of getting a prime number?
✓ Sample space = {1, 2, 3, 4, 5, 6}
✓ P(prime number) = 3/6 = 50%

P(event) =

What is the probability on having a number >3?

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Activity 2
− A bag contains 2 red counters, 6 blue counters and 12 green counters.
− What is the probability of:

Drawing a red counter?

− P(red) = 2 / 20

drawing a red counter or a green counter?

− P(red or green) = 14 / 20

drawing a green counter or a blue counter?

− P(green and blue) = 18 / 20

Activity 3
− Suppose you were to spin a spinner like the one shown below.

What is the probability of getting an even number?

− 4/8 = ½

What is the probability of getting red?

− 4/8 = ½

What is the probability of getting an even number on blue?

− 2/8 = ¼

If you spin the spinner twice what is the probability that the sum of your two spins will be 10?
− 7/64

Activity 4

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Probability and complex experiments
− Tree diagrams and counting techniques
− Probability Tree Diagrams

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Cartesian plane

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Angelic Steenkamp 076 416 3052 MFPC 311
 Study Unit 2.3

Outcomes
− present, analyses and interpret data
− refer to learners’ experience with statistics and probability and acquire the correct use of
language to express these ideas
− help learners to identify applicable problems which can be analyzed and to help learners to
collect applicable data to solve the problems
− help learners to organize data effectively and to help them to select applicable graphs, maps
and statistical techniques
− help learners to describe data accurately and make valid interpretations
− plan interesting and applicable problems which learners can complete, and to identify and
explain abuse of statistics and wrongful arguments

Study Material
− Naude & Meier, Chapter 8

Three types of knowledge

Physical knowledge
− Collecting, handling and displaying objects is a concrete activity

Social knowledge
− Sorting objects, forming sets and explaining why

Conceptual knowledge
− Exploring and experimenting with data handling, explaining why

Prior knowledge

Learning process
Kinesthetic experience
− Do
− Feel

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 − Say
− See
− Hear

Concrete 3D-experience
− Feel
− Say
− See

Semi-concrete 2D- experience

− Say
− See
− Think

Abstract
− Remember
− See
− Write
− Think
− Discuss

The sequence of mastering data

Data handling
− The process of data analysis:
✓ Gathering data (Collecting)
✓ Analyzing data (Organizing)
✓ Represent data (Displaying)
✓ Understanding data (Interpreting)
− Classifying is fundamental to data handling
✓ Collecting data
✓ Organizing data
✓ Representing data
✓ Analyzing data

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 ✓ Interpreting data
✓ Report data
− Teachers are responsible for helping children to research procedures

Data handling in the Foundation Phase

Analyze and interpret data
− The five steps of data analysis (CAPS):
✓ Organizing data
✓ Represent data (Displaying)
✓ Analyzing data
✓ Interpreting data
✓ Report data

Graphs suitable for representing data in Foundation Phase

− Concrete graph
− Pictograph
− Line plot
− Block graph
− Bar graph
− Line graph
− Circle graph (Pie graph)

Logic and classifying

− Children are by nature collectors
− While playing, they will sort objects
− They may sort sticks from shortest to longest, exploring the idea of seriation.
− They may sort the same sticks according to texture, forming groups according to this one
attribute.
− In this way, the child is classifying objects.
− Children need to experiment and explore, but they also need a teacher to introduce vocabulary
and to guide the presentation and sequencing of materials and experiences.
− A wide range of materials suitable for sorting should be collected.
− Children will be eager contributors to this process

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 − Learners need many experiences in sorting objects, in recognizing particular attributes, in
grouping the objects according to some attribute and in perceiving relationships between
objects.
− Materials should therefore be provided which can be manipulated, sorted and grouped.
− The learner will eventually discover that things may be grouped together according to common
features.
− One-to-one correspondence and the concept of as many as will be part of sorting activities, for
example matching one cup to one saucer.
− Unequal groups will be linked to ordinality concepts such as one more, one fewer, less than and
more than.

Classification and sets

− Classification is the ability to group similar objects in sets according to an attribute or attributes.
− In order to classify or group objects, the learner has to decide how things might be placed in
categories, in other words how these objects can be logically sorted in order to form groups
with shared attributes.
− This can be encouraged by teaching classification tasks.
− A classification task can be explained with the following example:
✓ Most classrooms have a collection of plastic figures.
✓ While playing with these figures, a learner chooses all the animals and sorts them
according to the attributes of being farm animals and wild animals.
✓ By questioning the learner, the teacher leads the learner to explain the reasoning
behind these actions.
✓ The teacher then suggests that the learner makes a picture of the two sets of animals.
✓ The learner has now
 collected the animals
 classified them as a set of animals
 grouped these animals into subsets (farm animals and wild animals)
 explained why they were sorted in this way, and
 represented the results in a picture.
− This activity can be expanded to comparing the size of the two sets.
− The teacher can thus teach three important concepts
✓ As many as: when the two sets can be matched one-to-one, then one set has as many
elements as the other set.
✓ More than: when two sets cannot be matched one-to-one, then one set has more
elements than the other set.
✓ Less than: alternatively, when two sets cannot be matched one-to-one, one set has
fewer elements than the other set.
− In the above classification task, the learner has ordered the groups in a way that makes sense to
the learner and to others.

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 − As the learner’s knowledge of the world expands, for instance as he gains more detailed
knowledge regarding animals, this knowledge allows the learner to order and classify objects
according to a wider range of properties.
− The teacher can facilitate this by expanding the activity.
− Instead of drawing a circle, different colours of rope can be tied to form loops of different sizes.
− A large red loop is placed on the table.
− All the objects chosen (in this case, plastic wild animals) are put inside this loop.
− By discussing the attributes of the objects, the teacher guides the learner to recognise two or
more subsets.
− Smaller loops are placed inside the larger loop, and each subset is placed inside a loop.
− Possible subsets could be:
✓ Animals with horns
✓ Animals with tusks
✓ Animals with no horns or tusks
− The above sorting and classifying activities lead to the skills of
✓ comparing groups of objects by matching
✓ recognising equal and unequal size of groups, and
✓ understanding sets and subsets
− Although learners will sort and group objects as they play, activities should be planned for
expanding and developing these skills.
− Learners need motivation and encouragement to expand the way they group objects.
− For this, attribute activities can be used.
− Attribute activities are planned to encourage problem-solving skills, logical thinking and the
discussion of the possible properties of objects.
− A variety of attribute materials should be provided for learners to work with.
− Attribute materials are a set of objects that lend themselves to being sorted and classified in
different ways.
− Unstructured attribute materials include things such as seashells, leaves, the learners
themselves or the learners’ shoes. e attributes are the ways that the materials can be sorted, for
example hair colour, gender and age are attributes of children.
− A structured set of attribute pieces has exactly one piece for every possible combination of
values for each attribute, for example a set of plastic shapes can have the attributes of colour,
shape, size and thickness.
− Where structured attribute material is presented, attributes and values are clearly identified and
easily described by the learner

Higher levels of classification

− Charlesworth (2012: 275) states: Higher levels of classification are called multiple classification,
class inclusion, and hierarchical classification.
− In the classroom this will mean that learners need to move on from simple classification
schemes to more complex classification schemes, such as:

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Multiple classification
− Classify things in more than one way, for example sorting the same materials first by shape and
then by size.
− Learners should be encouraged to find as many ways as they can to classify a set of objects.
− When providing attribute material, the teacher can plan according to general and specific
properties.
− Some that may be considered are:
✓ Texture: smooth, rough, slippery
✓ Size: small, big, long, short
✓ Shape: triangle, square, circle, star
✓ Sound: bells that make loud, soft noise

Class inclusion
− One class may be included within another, for example trees can be divided into evergreen and
deciduous trees.
− The learner must be helped to see that a smaller set may be included in a larger set.
− For example, toy vehicles can be used.
− Place the trucks in one parking space, the busses in another and cars in a third parking space.
− Careful questioning by the teacher will help the learner to come to the conclusion that all are
toy vehicles, but that each of the three sets share unique characteristics.

Hierarchical classification
− Classes within classes, for example black puppies C puppies C dogs C mammals (C denotes
“subgroup of” or “are contained within”).
− All things in the lower classes are included in the higher classes.
− The basic levels are usually learned first, for example cats, dogs, monkeys, horses.
− Superordinate concepts, in this case mammals, are learned next.
− Subordinate categories such as wild dogs or domestic dogs are learned last.

Thinking and reasoning skills

− Thinking and reasoning skills should be developed, not only by questioning the learner about
how the collection or grouping was created, but also by planning activities focused on
classifying.
− The activities should be planned in such a way that the learner forms a logical and ordered
picture of reality.
− Activities can be planned in order to classify according to specific questions asked by the teacher
or the learner, for instance:

Attributes of the objects

− These include attributes such as “the same”, “opposites”, “colour” and “shape”.
− A higher level of classification can include bases of classification, for example “what can be
eaten?”, “what can fly?”, “what do we use it for?”, “what does it mean to us?”.

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Place and time
− These include attributes such as “where do we use it?”, “where does it belong?” and “when do
we use it?”.
− Groups can be created according to place: cooking utensils in the kitchen.
− Groups can be created according to time: what do we wear in winter.

Part-whole
− These include attributes such as “where does this part belong?”, “where does this wheel
belong?” and “where will this fit?”

Categories
− These are general groupings according to shared attributes, for instance animals, plants or
machines.
− Suitable subgroupings will be part of these groupings, for instance “Animals – mammals and
reptiles”.

Role of teacher and planning of activities

− Understand growth and development of learners
− Know how learners learn
− Support physical, intellectual and social growth
− Accommodate different development levels of learners
− Nurture enthusiasm for Mathematics
− Problem-solving opportunities
− Concept forming
− Environment to:
✓ Examine
✓ Question
✓ Experiment
− Question and answering sessions:
✓ Higher-level thinking
✓ Better understanding

Technology in Data handling

− The digital classroom is moving towards the idea of less paper and more sharing of knowledge
beyond the classroom.
− Lessons and learner activities are blogged or uploaded to the internet to reach a wider
audience.
− Didactical classes can be recorded once and then uploaded whenever necessary for learners to
revisit when they experience difficulties with a concept.
− Making these videos available on YouTube, the school website or a class blog, parents can
refresh their memory on the methods and terminology of maths to help their child with
homework.

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 − OneNote EDU is another Microsoft program where the teacher can share homework, problems
and solutions, and even share links that are significant to the class situation and learning
content.
− The digital classroom makes learning relevant and gives meaning to activities.
− Knowledge and information become in that manner informative and functional.
− So many times data handling activities done in class are erased and soon forgotten.
− It should be an objective to move towards class activities where what the learners do is a true
representation of their world, and that the data of these mini-researches can be shared beyond
the classroom, such as: What transport is used? Which suburb do you stay in? What would you
like for your birthday?
− Data handling requires five steps.
− Learners should work through the full data cycle at least once a year, according to the CAPS
curriculum:

Step 1: Organise data

− Sorting is a mathematical skill where similarities and differences are identified and objects are
classified and categorised.
− Teaching learners how to classify is important and can be done using free available interactive
software

Step 2: Represent data

− Making a frequency table or pictogram in Microsoft Excel or Word is an excellent resource.
− Use the templates on OneNote Edu and let each learner get an opportunity to indicate his or her
responses such as: What transportation do you use? What is your favorite colour? How many
boys and girls are there in the class?

Steps 3 and 4: Analyse and interpret data

− Having a data representation that is visible to all learners, means everyone in the group can
share and respond.
− Many times learners complete separate manual worksheets in class prior to a collective
discussion on the contents, but some of the worksheets might be incorrect.
− It confuses them when they do not see the correct information being discussed.
− Having the information on a TV screen, Smart Board or projected on a wall, learners can
participate in discussions, even if their initial activity of sorting and representing has errors.

Step 5: Report data

− Bar charts are used in the Foundation Phase and form part of abstract thinking and interpreting
of data.
− Learners must be able to report on and discuss questions posed by the teacher regarding
graphs.
− Learners enjoy learning about graphs when it is presented visually.

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MFPC 311 LU / SE 2 2022
Worksheet 2.1
LU 2.1 Statistics

Study material:

• Musser Chapter 10.1 & 10.2 p. 415 – 473

• Naude & Meier Chapter 8

With this worksheet you will be guided through the important work. The sections not covered here is not
required for this module.

Section A Chapter 10.1

1. Give the 4 steps of Polyas’ Statistical Problem Solving.

− Formulate questions
− Collect data
− Organize and display data
− Analyse and interpret data

2. Define the following terminology:

2.1 Statistics question

− A question that can be answered by gathering data

2.2 population
− The entire group in question, when collecting data.

2.3 sample
− The sub-set of the population that is actually observed, questioned, or analysed

2.4 frequency
− The number of times it occurs in the collection of data

2.5 gap
− A large empty interval in the data

2.6 cluster
− Several values of the data that lie in close proximity forms a cluster

2.7 range
− The difference of the largest and smallest scores

3. Identify all the different representations for data.

− Line plots
− Stem and leaf plots
− Histograms
− Bar graphs
 − Line graphs
− Circle graphs
− Pictographs

4. Tally and frequency tables:

a) Give an example of a tally table. (This will be on the Powerpoint available on eFundi or
using the internet)

b) What is the purpose of a tally table?

− Helps people count

c) Give an example of a frequency table.

d) What is the difference between the frequency table and a tally table?
− The frequency table makes use of numbers to represent the amount
− The tally table makes use of vertical dashes to represent the data

5. On p. 417 - 430 different types of organization and data presentations are explained.
5.1 Figure 10.1 is an example of the “Line / Dot plot” Read the following value from the graph:
a) Determine the frequency mark from the data.

− 21

b) What do you notice about the number of dots used?

− Each dot corresponds to one score

5.2 Study tables 10.2, 10.3 and 10.4 on p. 418 + 419.

a) Each Stem and Leaf representation consists of two sections. Name these parts.
− Stems
− Leaves

b) What is the difference between table 10.2 and 10.3?

 − In table 10.2 the leaves are recorded in the order in which they appear in the list of
science test scores
− In table 10.3 the leaves are listed in increasing order to make the frequency of the
data more evident

c) In table 10.3, what will be the value of the following:

2 | 4 = _____ 4 | 9 = ______
− 24 and 49

d) Place the following data in an organised back-to-back stem-and-leaf

representation.
The data presents two Gr 4 classes Mathematics exam marks for the end of the year.

Mrs Jones

62 61 95 77 83 49 65 58 56 89
66 87 74 64 75 58 72 75 48 88
75 51 84 76 95 69 61 69 33 86

Mr Roberts

42 86 80 90 74 84 86 80 63 92
93 81 95 78 70 41 66 76 87 88
75 88 87 78 89 85 77 87 81 57

Mrs Jones Mr Roberts

3 3
89 4 21
1868 5 7
91946512 6 36
6552547 7 4806587
648793 8 60460178879571
55 9 0235

i. Determine which class frequency is the highest.

− Mr Roberts = 87

ii. Determine the range of each classes marks separately.

− Mrs Jones: 95 – 33 = 62
− Mr Roberts: 95 – 41 = 54

iii. Determine the gap in the data.

− Gap is Mr Roberts at 30

e) Draw a Dot plot of all the data.

i. Determine the frequency according to the Dot plot.
− 2 numbers: 87 and 75
 ii. Explain any other tendency you observe from the data.
−

5.3 Histograms and Bar Graphs

a) Study Figures 10.2, 10.3, 10.4 and 10.5 What is the difference between a histogram
and a column graph?
− A histogram has no spaces between the bars where a column graph has spaces.

5.4 Line chart

a) Study Figures 10.7, 10.8 and 10.9. Do you think this type of chart is suitable for
Foundation Phase? Motivate your answer.
− No, I think it’s to complicated for foundation phase learners to analyse and even
to draw it
5.5 Pie chart
a) This graph is not used much in Foundation Phase mathematics. With what type of
date do you think it will be possible to use it?
− For comparing parts

b) When you use a circle graph divided into%, what should be the total number of
percentages of the whole graph? And when it is divided into degrees?
− 100%
− 360 degrees

5.6 Pictogram / Picture Graph

a) Study the key in figure 10.14. In 2005, there was a section of a cottage. How much
does it represent?
− 500 000 x 13 = 650 000

b) Do you think this type of pictogram is suitable for Foundation Phase? Motivate
your answer.
− No, the numbers used is way too high for learners in the foundation phase

c) On p. 427 there are pictograms that can be used by Foundation Phase learners.
Which of the two graphs is the most difficult? Motivate your answer.
− The second one, at the first graph they just count the faces to get the amount but at the
second one they have to make use of multiplication to get the amount.
Section B –Chapter 10.2

1. Define: Analysing and Interpreting data

− Read, understand, and draw conclusions on data displayed on graphs, in tables and
charts.
− Look at distribution
− Look at central tendency
− Make conclusions and convincing arguments based on the data

2. Read briefly through p. 441-443.

a) Name the 3 types of measurement of central tendency.
− Mode
− Median
− Mean

b) Now fill in the following: (This is called a Bridge map)

Measurement of central tendency

Mode: Median: Mean:

The number The middle

that occurs number/ score
most
𝑛+1
frequently.
2

3 We are now going to fill in this bridge map further with information on p. 441-443.

a) Give the definition in your own words for each Central trend and fill it in on the bridge
map.
b) Find the formula for each central tendency and also fill it in on your bridge map.
c) Take a photo of your bridge map. You will be asked to submit the photo on eFundi.
d) Use the back-to-back stem-and-leaf representation of Question 5.2 d):

Calculate all three values of central tendency for both classes marks.

− Mrs Jones:
✓ Mode: 75
✓ Median: 70.5
✓ Mean: 70
− Mr Roberts:
✓ Mode: 87
✓ Median: 81
✓ Mean: 78.5
 Worksheet SU 2 - 2.2 Probability 2022

Study material:

• Musser Chapter 11

Section A: Probability and simple experiments

Question 1
1.1 Study p. 487 and 488. Complete the tree diagram by filling in the
terminology/concepts that are associated with probability.

1.2 Now complete the tree diagram further by filling in the definitions of every term
/concept.

Probability

Experiment Outcome Sample space Event

An experiment is the An outcome is one of The set of all the An event is any subset
act of making an the possible things possible outcomes is of the sample space
observation or taking that can occur as a called the sample
a measurement result of an space
experiment

1.3 Study examples of 11.2 (a-d) (p. 487- 488) and answer the questions by filling in the
information under the correct term/concept on the tree diagram
What is the experiment that is conducted?
1.3.1 There are two outcomes that can be derived. What are these outcomes?
(Write it in the tree diagram)
− 6 x 6 = 36 outcomes

1.3.2 Write these outcomes as a Sample space, in other words in parenthesis { }

(Write it in the tree diagram)
− S{e, e, a, a, b, b, f, f, c, c, d, d}

1.3.3 Each of these outcomes is called an event. Write down all the events. (Write
it in the tree diagram)
− (e, e)
− (e, a)
− (e, b)
− (e, f)
− (e, c)
− (e, d)
− (a, e)
− (a, a)
− (a, b)
− (a, f)
− (a, c)
− (a, d)
− (b, e)
− (b, a)
− (b, b)
− (b, f)
− (b, c)
− (b, d)
− (f, e)
− (f, a)
− (f, b)
− (f, f)
− (f, c)
− (f, d)
− (c, e)
− (c, a)
− (c, b)
− (c, f)
− (c, c)
− (c, d)
− (d, e)
− (d, a)
− (d, b)
− (d, f)
 − (d, c)
− (d, d)

1.4 Suppose you were to spin a spinner two times.

1.4.1 Determine the amount of outcomes for two spins.

− 10 x 10 = 20 outcomes

1.4.2 What is the chances of getting the outcome of two even numbers from two
spins?
10 1
− =
20 2

1.4.3 What is the chances of getting the sum of 10 from two spins?
4
−
20

Question 2
2.1 Go to the following website where probability is explained and practically applied.
https://www.mathsisfun.com/data/probability.html
Answer the following questions:
2.1.1 What is the definition of Probability? Provide in your own words.
− How likely something is to happen

2.1.2 How many possible outcomes are there if a coin is tossed in the air?
− 2

2.1.3 The probability that the coin will land on “Heads”, is ½. Where do you
think the 2 comes from? Where does the 1 come from?
− There is a 2 because there is 2 ways it can land
− There is a 1 because the coin can only land on 1 side

2.1.4 Now look at the experiment where a dice is thrown. How many possible
outcomes are there?
− 6 outcomes
𝟏
2.1.5 The probability that the dice will fall on e.g. 4 is . Where does the 6 come
𝟔
from? And where does the 1 come from?
 − There is a 6 because there are 6 outcomes meaning 6 numbers the dice
can possibly land on
− There is a one because there is only one 4 on the dice therefore only 1
chance to land on it

2.1.6 What do you think the probability will be for the dice to fall on an even
number?
− 3/6 meaning ½
Question 3
3.1 Give the formula that can be used for probability to determine any event. We will complete
this in a tree diagram and then change it to a bridge diagram.

Probability

Number of ways it can ÷ Total number of outcomes

happen

Number of ways to happen

Probability
=
Total number of outcomes

3.2 Study the example provided on the website. Can you now see where the 1 and the 6
come from with the experiment where the dice is thrown? Explain it again in your
own words.
− there is only 1 face with a "4" on it therefore we have the 1
− there are 6 faces altogether on the dice therefor we have the 6

Question 4
Study example 11.4 (p. 491 – 492)
4.1 What is the difference between Theoretical probability and Experimental
probability?

− Theoretical probability is what is expected to happen based on possible outcomes

− Experimental probability is the result of an experiment or simulation after a large number
of times
4.2 Use 2, 8 sided dices. If the dice are thrown simultaneously, what would the
possible outcomes be? Complete this in the following table:

(1, 1) (2, 1) (3, 1) (4,1) (5,1) (6,1) (7,1) (8,1)

(1,2) (2, 2) (3, 2) (4,2) (5,2) (6,2) (7,2) (8,2)
(1,3) (2, 3) (3,3) (4,3) (5,3) (6,3) (7,3) (8,3)
(1,4)) (2, 4) (3, 4) (4,4) (5,4) (6,4) (7,4) (8,4)
(1, 5) (2, 5) (3, 5) (4,5) (5,5) (6,5) (7,5) (8,5)
(1, 6) (2, 6) (3, 6) (4,6) (5,6) (6,6) (7,6) (8,6)
(1, 7) (2, 7) (3, 7) (4,7) (5,7) (6,7) (7,7) (8,7)
(1,8) (2, 8) (3, 8) (4,8) (5,8) (6,8) (7,8) (8,8)
 4.2.1 Was this a Theoretical probability experiment or an Experimental
probability experiment?
− Theoretical

4.3 Assume you roll a dice and toss up a coin.

Schetch a tree map to illustrate all possible probabilities.

4.3.1 Was this a Theoretical probability experiment or an Experimental

probability experiment?
− Theoretical

4.3.2 How many outcomes were there in your experiment?

− 12 outcomes

4.3.3 Use your table to calculate the following probabilities:

1 1 1
4.3.3.1 P {4,H} = P(4) x P(H) = 𝑥 =
6 2 12
1 1 1
4.3.3.2 P {6,T} = P(6) x P(T) = x =
6 2 12

Question 5
Do the following questions from Musser, Section 11.1, Problem set B, p. 500
2. List the sample space for each experiment.
a) Tossing a dime and a penny

− Penny: two possible outcomes: H(head), T(tail).

− Dime: two possible outcomes: H(head), T(tail).
− Together: four outcomes
Sample space: {HH, HT, TH, TT}
b) Tossing a nickel and rolling a die

− Nickel: two possible outcomes: H(head), T(tail).

− Dice: six possible outcomes
− Together: 12 outcomes
Sample space: {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}
c) Drawing a marble from a bag containing one red and one blue marble and drawing a
second marble from a bag containing one green and one white marble

− Bag 1: 2 outcomes
− Bag 2: 2 outcomes
− Together: 4 outcomes
Sample space: {RG, RW, BG, BW}
4. An experiment consists of tossing a coin and rolling a die.
a) The sample space

− Sample space: {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}
b) The event of getting a head
6 1
− P(head) = =
12 2

c) The event of getting a 3

2 1
− P (3) = =
12 6

d) The event of getting an even number

6 1 3
− P (even number) = = =
12 2 6

e) The event of getting a head and a number greater than 4

2 1
− P (H,  4) = =
12 6

f) The event of getting a tail or a 5

1
− P(T5) =
12

15. A spinner with three equally sized and shaped sectors is spun once.

a) What is the probability of spinning red (R)?

1
− P (R) =
3

b) What is the probability of spinning blue (B)?

1
− P(B) =
3

c) What is the probability of spinning yellow (Y)?

1
− P(Y) =
3
d) Here the sample space is divided into three different events, R, B, and Y. Find the sum,
P(R) + P(B) + P(Y)
Section B Chapter 11.2 p. 502
Probability and Complex experiments
1. What can a probability tree diagram be used for?
− A probability tree can help when calculating probabilities by showing all the possible
outcomes of the even.
− Usually used when there is a probability problem involving combined events.

2. Study Figure 11.9 (p.502)

2.1. How many marbles are drawn from the container?
− 2 marbles

2.2. What does the R, G, Y and W represent?

− It represents the color of the marbles

2.3. Why are there only 3 outcomes with the second marble? (G, Y, W)
− There are only 3 outcomes with the second marble because there was one
marble drawn already and he was not replaced, therefore we now only have 3
outcomes.

2.4. How many outcomes does this experiment have?

− 12 outcomes

2.5. If you look at the outcomes, how many times could you draw a Red marble and a
Yellow marble?
2
−
12

3. Now study Example 11.14 and Figure 11.12 on p. 504/5

3.1. What is the big difference between Figure 11.9 and 11.12
 − I don’t really see a big difference except for the fact that they added the fractions
in figure 11.12 which clearly shows the outcomes and probability of drawing
those marbles

3.2. How many marbles are drawn? Are they drawn simultaneously or is any marble
thrown back?
− Only 2 marbles are drawn and no not simultaneously, the first marble is drawn
and then without replacing it, the second marble is drawn.

𝟏
3.3. What is the meaning of the in Figure 11.12, at the first outcome? Where does
𝟒
the 1 (numerator) come from? And the 4 (denominator)?
− There is only one colour of each
− There are 4 marbles to choose from

𝟏
3.4. At the second outcome are ’s. Where does the 3 (denominator) come from? And
𝟑
the 1 (numerator)?
− There is only one colour of each
− There are now only three marbles available to draw from

3.5. Follow the dark line in the diagram. What does the RW and WR represent at the
end of those lines?
− It shows the probability of drawing the colours red and white

3.6. How many possible outcomes does this experiment have?

− 12 outcomes

3.7. What value of the fraction at the end of every outcome is the same as the number
of outcomes?
− The denominator: 12

𝟏 𝟏
3.8. P(RW) = en P(WR) = What is the meaning of this? Explain in your own
𝟏𝟐 𝟏𝟐
words.
− It means that the chance that the probability of the first marble to be red and the
second marble white is one out of 12 chances and the chance that the first
marble is white with the second marble red is also only one out of 12.
− The order of the colours is what differs

4. Study Example 11.15

4.1 Look at the description of the experiment. There is a difference between
experiments of Example 11.14 and 11.15. What is this difference?

− At example 11.15 they replace the marbles before drawing the next one
 4.2 In Figure 11.14 (b) fractions are provided on every stem. Explain the meaning of
𝟏 𝟏
the , and the .
𝟑 𝟗
1 1
− The is when one out of 63 marbles are drawn but then the is all of the outcomes.
3 9
− In total there are 9 outcomes.

𝟏 𝟏
4.3 What is the meaning of P(BB) = ? Explain the 2 outcomes to derive from the
𝟗 𝟗
diagram.

− It means that the probability to draw 2 black marbles is 1 out of nine

1 1 1
− They take x =
3 3 9

4.4 Now study Figure 11.15 (b). What do you observe about the number of B’s in the
stems?
2
− There is only one B in the stem, but the fraction indicates
3

𝟐
4.5 In 11.15 (b) there is a number . What is the meaning of the 2 (numerator)?
𝟑
− It means that there are 2 black marbles

𝟒
4.6 In 11.15 (c) is P(BB) = . Where does this number come from?
𝟗
− The chance to draw 2 black marbles are 4 and then there is 9 outcomes in total.

5 Study Example 11.16 (p 507/8). Two marbles are drawn with replacement
5.1 How many possible outcomes does this experiment have?
− 16 outcomes

5.2 In figure 11.17 the outcomes are provided in a table. What will the probability be
to draw a black marble first and a red marble second?
3 1 3
− x =
4 4 16
6 A bag with 3 red and 5 blue and 2 yellow marbles. When you take out a marbles two
times form the bag without returning the first ball. Fill in the individual branch
probabilities.

2
P(R) = 9

5
P(B) = 9

2
P(Y) = 9

3
P(R) = 9
4
P(B) = 9

2
P(Y) = 9

3
P(R) = 9
5
P(B) = 9

1
P(Y) = 9
MFPC 311 LU/LE 2.3 2022

Study material / Studiemateriaal:

• Naude and Meier 2nd Ed Chapter 8 / Hfst 8

• Numeracy Handbook for Foundation Phase (beskikbaar op eFundi)
• Guidelines for Teaching Numeracy in the Foundation Phase. (Beskikbaar op eFundi) – Al die
gepaste gedeeltes in die verskillende grade.

Question 1 / Vraag 1
There are three types of knowledge used in a Mathematics lesson, namely, Physical Knowledge, Social
Knowledge and Conceptual Knowledge. (Naude & Meier par 8.2)
Use the tree diagram to make these types of knowledge that apply to data management more clear to
yourself:
Daar is drie soorte kennis wat in ‘n Wiskundeles gebruik word, nl, Fisiese kennis, Sosiale kennis en
Konseptuele Kennis. (Naude& Meier par 8.2)
Gebruik die boomdiagram om hierdie soorte kennis wat van toepassing is op datahantering, vir jouself
duidelik te maak:

Datahantering
Data handling

Fisiese kennis Sosiale kennis Konseptuele kennis

Physical Knowledge Social Knowledge Conceptual knowledge
Collecting, handling Sorting objects, forming Exploring and
and displaying objects sets and explaining why experimenting with data
is a concrete activity handling, explaining
why
Question 2 / Vraag 2
Most learners master data handling in a specific order. Briefly state the order in the following flow
diagram: (redraw the diagram)

Die meeste leerders bemeester datahantering in ‘n spesifieke volgorde. Gee kortliks die volgorde in die
volgende vloeidiagram: (teken die diagram oor)

(Naude & Meier par 8.3)

• sorts objects that are alike in respect of some attribute, although that attribute may change from
object to object
• sorts objects by one attribute but cannot re-sort changing attributes
• sorts objects by any attribute, changing sorting rules; counts and compares groups in terms of
size of group or number of objects
• participates in making a simple graph with concrete materials
• compares simple graphs
• creates a simple graph using a symbol, such as tally marks or blocks, to represent the object or
attribute, for example, places two tally marks on a piece of paper to stand for the two blocks in the
collection
• represents the data using numerical summaries, such as creating a bar graph using numbers
• reads and discusses different types of graphs and tables

Question 3 / Vraag 3
Study Naude & Meier par 8.4 (Logic and Classification) and Guidline for Teaching Numeracy p. 93-99
Bestudeer Naude & Meier par 8.4 (Logika and Klassifisering) en Guidelines for Teaching Numeracy p.
93-99

3.1 Name the six concepts that is important when working with and comparing data.
Noem die ses konsepte wat belangrik is by die werk met en hantering van data.

• One-to one correspondence

• As many as
• One more
• One fewer
• Less than
• More than

3.2 Why do you think the one-to-one correspondence concept is so important in data management?
Hoekom dink jy is die een-tot-een ooreenstemmings konsep so belangrik by datahantering?
• One-to-one correspondence is important since it forms the foundation for practically all
mathematical ideas.
• Young children will struggle with simple math concepts unless they have well-developed
one-to-one correspondence abilities.

3.3 Look at the following set of objects

Kyk na die volgende versameling voorwerpe:
 a) What type of attribute material is this?
Watter soorte eienskapsmateriaal is dit?
• A structured set of attribute pieces

b) Give the teaching order that a teacher must follow so that the learners can use these
objects in the best way to master classification. (See Guidelines for Teaching Numeracy)
Gee die onderrig volgorde wat ‘n onderwyser moet volg sodat die leerders hierdie
voorwerpe op die beste manier kan gebruik om klassifisering te bemeester. (Kyk in
Guidelines for Teaching Numeracy)
• Multiple classification
• Class inclusion
• Hierarchical classification

3.4 Why do you think it is important for learners to master classification and sorting before a graph
can be designed?
Hoekom dink jy is dit belangrik dat ʼn leerders klassifisering en sortering moet bemeester voordat
ʼn grafiek ontwerp kan word?

• Children need to learn how to sort and classify before they are able to move on to
activities that involves numbers because they need to know what they are counting before
they are able to actually count them.
• In order to design a graph, the learner needs to know how to group things together
because that is what you need to do before being able to make your graph.

3.5 Data that can be obtained from the calendar, time and weather can provide many opportunities
for data handling. Give 6 examples
Data wat verkry kan word vanaf die kalender, tyd en weer gee baie geleenthede vir
datahantering. Gee 6 voorbeelde

3.6 Look at the following data the learner compiled:

Kyk na die volgende data wat deur die leerders versamel is:
 a) Which type of graph would be most suitable to present the following data?
Watter tipe grafiek is die geskikste om die data te verteenwoordig?
• I think a bar graph would be most suitable to present the data

b) Which questions can you ask learners to help them interpret the data?
Watter vrae kan jy aan die leerders vra on hulle te help om die data te interpreteer?
• What animal lives the longest?
• What animal has the shortest lifespan?
• What animals have the same amount of average life span?

3.7 When comparing two sets of data, there are three important concepts that need to be mastered.
Wanneer twee versamelings met mekaar vergelyk word, is daar drie belangrike konsepte wat
bemeerster moet word.

a) Name these three concepts

Noem hierdie drie konsepte.

• As many as
• More than
• Less than

b) Use the two sets in of data 3.6 (b) to explain these concepts
Gebruik die twee stele data in 3.6 (b) om die drie konsepte te verduidelik.
• As many as: When you compare the average life years of the domestic cat to the
domestic dog, you will see that set one has as many elements as the other set.
• More than: When we compare the average life years of the black bear and the chipmunk,
one set has more elements than the other set.
• Less than: When we compare the chipmunk and the cow, one set has fewer elements
than the other set

3.7 Higher order classification are multiple classification , Class inclusion and hierarchical
classification
Hoër vlakke van klassifisering word genoem ___________, ______________ en ___________.
 a) Represent these three types of classification in the following diagramand include an
example of each.
Stel hierdie drie soorte klassifisering in die volgende diagram voor en sluit ‘n voorbeeld
van elk in:

High levels of classification

Hoër vlakke van klassifisering

hierarchical classification
multiple classification Class inclusion
Classes within classes, for
Classify things in more One class may be
example black puppies C
than one way, for example included within
puppies C dogs C mammals
sorting the same materials another, for example
first by shape and then by trees can
size.

3.8 Read the paragraph in yellow on p. 97 of “Guidelines for teaching Numeracy:

Lees die paragraaf in geel op p. 97 van “Guideline for Teaching Numeracy”

a) Why should the teacher listen attentively to a child ?

Waarom moet die onderwyser aandagtig luister na ‘n kind?

• The teacher needs to listen attentively to a child in order to support the learners in their
own mathematical thinking, and to understand what they are thinking.

b) What is meant by assumptions?

Wat word bedoel met die “assumptions”?

• The teacher must not make assumptions about what she thinks the learner is trying to say.
• They usually make assumptions about what is obvious or simple.

c) Explain why the simplest mathematical idea can be very complex for a learner.
Verduidelik hoekom die eenvoudigste wiskunde idee baie kompleks vir ‘n leerder kan wees.
• It can be very complex because the learner is seeing it for the first time and has no idea
what this means or how to approach it

3.9 On p. 98 an activity is done with two dice. Two important concepts are practiced here by the
learners. What are these concepts?
Op p. 98 word daar ‘n aktiwiteit gedoen met twee dobbelstene. Twee belangrike konsepte word
hier ingeoefen deur die leerders. Wat is hierdie konsepte?

• Helps reinforce the learner’s understanding of odd and even

• Gives them practice with column graphs
Question 4 / Vraag 4
Study Unit 9 in Foundation Phase Numeracy Handbook
Bestudeer Unit 9 uit Foundation Phase Numeracy Handbook

4.1 What type of graphs are being studies in the Foundation Phase?
Watter tipe grafieke word in die Grondslagfase bestudeer:

• Pictograms
• Bar graphs

4.2 In the Foundation Phase, data handling can be classified into 4 groups. Name these groups.
In die Grondslagfase kan datahantering in 4 groepe geklassifiseer word. Noem hierdie groepe.

• Collect
• Organise
• Represent
• Interpret

4.3 Study p. 138. Progression takes place from Gr R to Gr 3 in the interpretation of data. Represent
this progression in the following flow chart.
Bestudeer p. 138. Daar vind progressie plaas vanaf Gr R tot Gr 3 by die interpretering van data.
Stel hierdie progressie voor in die volgende vloeidiagram.

Answers questions (e.g. Describes his/her Describes his/her own Reads, interprets and reports on
Which has the most?) collection of objects, or a peer’s collection of information in own and peer’s
based on their picture or explains how it was objects, explains how it representations of data. Reads
their sorted objects sorted and answers was sorted and answers and interprets data presented in
questions about it questions about it simple tables and lists

4.4 Study the example on p. 142. Here the progression is also very clear. Represent the progression
of this activity in the following flow chart.
Bestudeer die voorbeeld op p. 142. Hier is die progressie ook baie duidelik. Stel die progressie
van hierdie aktiwiteit in die volgende vloeidiagram voor.

Children simply place Create a pictogram They then move on to From here they move
face cards together. using the face cards for creating a pictogram using on to an early bar graph
the child to still see pictures of the modes of with one sticker/
where they fit into the transport that was used – blocker per child.
data. one picture corresponds
to one child

4.5 Study Figure 8.2 in Naude & Meier. Progression also took place here. Explain this progression in
your own words.
Bestudeer Figuur 8.2 in Naude & Meier. Hier het ook progressie plaasgevind. Verduidelik hierdie
progressie in jou eie woorde.
 • They start of by organising the 2 groups together
• After this they move on to a tally chart where they still organise the 2 types of animals in
groups
• The last step is then to create a simple graph to represent the data that they organised.

4.6 Naude & Meier explains how graphs should be presented at an appropriate level of development.
The activity used is “How many of each kind of sweet do we have”. (Afr - 1st edition p. 256, Eng
First edition p. 255, Eng 2nd edition p. 326)
Explain in your own words why the circle graph can only be used in Gr 3.
In Naude & Meier word daar verduidelik hoe grafieke op ‘n gepaste ontwikkelingsvlak aangebied
moet word. Die aktiwiteit wat gebruik word, is die hoeveelheid lekkers van elke soort wat ons het.
(Afr – 1ste weergawe p. 256, Eng First edition p. 255, Eng 2nd edition p. 326)
Verduidelik in jou eie woorde waarom die sirkel grafiek eers Gr 3 gebruik kan word.

• The circle graph can only be used in grade 3 because the learners need to have some
knowledge of fractions in order to create a circle graph and the younger learners haven’t
fully learned about this topic yet.

4.7 Study the examples on p. 146 and 147 (Numeracy Handbook) and now answer the following
questions:
Bestudeer die voorbeelde op p. 146 en 147 (Numeracy Handbook) en beantwoord nou die
volgende vrae:

a) The two activities of Gr 1 & 2 on p. 146 can be done simultaneously. Why do you think
this is possible?
Die twee aktiwiteite van Gr 1 & 2 op p. 146 kan gelyktydig gedoen word. Hoekom dink jy
dit is moontlik?

• The two activities can be done simultaneously because it is 2 different activities.

b) Why do you think the activity of Gr 3 is more difficult than the activities of Gr 1 & 2?
Waarom dink jy is die aktiwiteit van Gr 3 moeiliker as die aktiwiteite van Gr 1 & 2?
• The gr 3 activity is more difficult because they already learned more about the types of
questions and have much more knowledge behind their ears.

c) “Are girls taller than Boys” - Look at the last bullet point. What three methods were used to
arrive at an answer to the question posed? Which method do you think is best to follow?
Motivate your answer.
“Are girls taller than Boys” – Kyk na die laaste kolpunt.
Watter drie metodes is gebruik om tot by ‘n antwoord vir die gestelde vraag te kom?
Watter metode dink jy is die beste om te volg? Motiveer jou antwoord.
•

Question 5 / Vraag 5
This question makes you aware of the concepts in any other South African language. On eFundi there is
a glossary that can be used. You can do this in groups or help each other through the Telegram group
that has been established. On eFundi there will also be a Forum where you can translate this terminology
for each other.
Hierdie vraag maak julle bewus van die konsepte in enige ander Suid-Afrikaanse taal. Op eFundi is ʼn
woordelys wat gebruik kan word. Julle kan dit in groepe doen of mekaar help deur die Telegram groep
wat gestig is. Op eFundi sal daar ook ʼn Forum wees waar julle hierdie terminologie vir mekaar kan
vertaal.
5.1 In Guideline For Teaching Numeracy p. 99 a list of words is given that a Foundation Phase
learner must be able to use. Using any available resource, complete the following table:
In Guideline For Teaching Numeracy p. 99 word daar ‘n lys van woorde gegee wat ‘n
Grondslagfase leerder moet kan gebruik. Maak gebruik van enige bron wat beskikbaar is voltooi
die volgende table:

Engels Afrikaans Sesotho Setwana IsiXhosa

Collect insamel bokeletsa kokoanya qokelela
Sort sorteer sebedisa dirisa hlela
Arrange rangskik hlophisa rulaganya lungisa
Compare vergelyk bapisa bapisa thelekisa
Order volgorde taelo taelo umyalelo
Symbol simbool letshwao sekai uphawu
Table tabel tafole lenaneo imiqolo
Column kolom kholomo kolomo uluhlu
Row ry lethathama mola umqolo
Bar graph staafgrafiek kerafo ya bara molanoko itshathi
yezitena
Scale skaal sekala sekale isikali
Worksheet SU 3 – 3.1 2022
Primes and Composites

Worksheet due date: 16 – 20 May

eFundi test: 16 – 22 May

Study material:

• Musser Chapter 5.1

Question 1 / Vraag 1

1.1. Find all the prime numbers by completing the Sieve of Eratosthenes.
Vind die priemgetalle deur die Sieve van Eratosthenes te voltooi.
1.2 Give the definitions of / Gee die definisie van

1.2.1 a prime number/ ‘n priemgetal

− A counting number with exactly two different factors (itself and 1)

1.2.2 a composite number / ‘n saamgestelde getal.

− A counting number with more than two factors

1.3 If you look at your answer in 1.1, which numbers are the composite numbers?
As jy na die jou antwoord kyk in 1.1, watter getalle is die saamgestelde getalle?

− The numbers that have been crossed out.

1.5 Sort the numbers correctly to show whether they are prime or composite numbers.
Sorteer die volgende getalle om te wys of dit priem- of saamgestelde getalle is.

3, 6, 7, 9, 13, 15, 18, 27, 33, 41, 61, 81

Prime numbers / Priemgetalle Composite numbers / Saamgestelde getalle

3, 7, 13, 41, 61 6, 9, 15, 18, 27, 33, 81

1.5 Find all the prime numbers between 70 and 100.

Gee al die priemgetalle tussen 70 en 100.

− The prime numbers between 70 and 100 are 71, 73, 79, 83, 89, 97.

1.6 Michael says, “All prime numbers are odd. “ Do you agree? Explain your thinking
Micheal sê, “ Alle priemgetalle is onewe getalle” Stem jy saam? Verduidelik jou antwoord.

− All prime numbers are odd, except the number 2.

− That is because all prime numbers are numbers that can only be divided evenly by itself
and 1.

1.7 What number am I? Use the clues to find all the possible numbers. You might want to use a
hundred square to help you. Give all the possible answers
Watter getal is ek? Gebruik die volgende leidrade om al die moontlike getalle te vind. Jy gaan
dalk ‘n 100 kaart nodig hê om jou te help. Gee al die moontlike antwoorde.

1.7.1 I am a prime number less than 100. I am 1 more than a multiple of 10.
Ek is ‘n priemgetal minder as 100. Ek is 1 meer as ‘n veelvoud van 10.

− 11, 31, 41, 61, 71

1.7.2 I am a prime number less than 100. I am 2 less than a multiple of 5.

Ek is ‘n priemgetal minder as 100. Ek is 2 minder as ‘n veelvoed van 5.

− 3, 13, 23, 43, 53, 73, 83

1.7.3 I am thinking of a number. It is higher than 20. It is less than 60. It is a prime number. The
sum of its digits is an odd number.
 Ek dink aan ‘n getal. Die is meer as 20. Dit is minder as 60. Dit is ‘n priemgetal. Die som van
die syfers in die getal is ‘n priemgetal.

− 29, 41, 43, 47

Question 2 / Vraag 2

Recalling Prime Numbers 0-19

Establish whether a number up to 100 is prime and recall prime numbers up to 19. Knowing the first
few prime numbers can give you a real advantage when answering questions and calculating prime
factors.

Complete this sheet to deepen your familiarization. Allow yourself some time to look at the prime
numbers. Look carefully for the odd numbers which are missing and think about why.

2.1 Write out the prime numbers between 0-19 with your weaker hand!
Skryf die priemgetalle tussen 0 -19 met jou swakker hand neer.

− 2, 3, 5, 7, 11, 13, 17, 19

2.2 Write the prime numbers out in descending order (highest to lowest).
Skryf die priemgetalle in dalende volgorde neer. (hoogste tot laagste)

− 19, 17, 13, 11, 7, 5, 3, 2

2.3 Which three prime numbers are missing? / Watter drie priemgetalle is nie daar nie?

13, 7, 19, 2, 5, ____,_____ ,______

− 3, 11, 17

2.4 Circle the prime numbers / Omkring die priemgetalle.

Question 3 / Vraag 3

Factor trees / Faktor bome

3.1 Study figure 5.2 on page 177; Section 5.1 ; number 3, on page 185
Bestudeer figuur 5.2 op bladsy 177, Afdeling 5.1, nommer 3, p. 185
Determine the prime factors of 300 (factor tree) and 90 (prime factor method). /
Bepaal die priemfaktore van 300 (faktorboom) en 90 (priemfaktor metode).

− Factor tree:

300
2 150
2 x 2 x 3 x 5 x 5 = 300
2 75
3 25 22 x 3 x 52 = 300
5 5
5 1

− Prime factor method

5

525
2 x 2 x 3 x 5 x 5 = 300
375
22 x 3 x 52 = 300
2 150

2 300

3.2 Prime factorize of 2520 by: / Priemfaktoriseer 2520 deur:

3.2.1 using 2 tree diagrams / twee boomdiagramme te gebruik
2520 2520
5 504 2 1260
7 72 5 252
3 24 7 36
3 8 3 12
2 4 3 4
2 2 2 2

2520 = 2 • 2 • 2 • 3 • 3 • 5 • 7
3.2.2 the stack method (pg 185) / die stapel metode (onderste bo deling) te gebruik.
1

7 7

5 35

3 105 2520 = 2 x 2 x 2 x 3 x 3 x 5 x 7
3 315 2520 = 23 x 32 x 5 x 7

2 630

2 1260

2 2520

3.3 Express each of the following number as a product of primes: Show all calculations.
Druk die volgende getalle as die produk van priemgetalle uit. Wys alle bewerkings

a) 720 = 2 x 2 x 2 x 2 x 3 x 3 x 5

= 24 x 32 x 5

720
5 144
3 48
3 16
2 8
2 4
2 2
2 1

b) 51 975 = 3 x 3 x 3 x 5 x 11 x 5 x 7

= 33 x 52 x 7 x 11

51975
7 7425
5 1485
11 135
5 27
3 9
3 3
3 1
 c) 3276 = 2 x 2 x 3 x 3 x 7 x 13

= 22 x 32 x 7 x 13

3276
13 252
7 36
3 12
3 4
2 2
2 1

Test for divisibility will be covered in the next worksheet.

Worksheet SU 3 – 3.1 (B) 2022
Factors, Multiples, Divisibility rules, Prime factor test and
Counting factors
Faktore, Veelvoude, Deelbaarheidsreëls, Priemfaktor toets
en Aantal faktore

Worksheet due date: 23 May – 3 June

eFundi test: 6 – 10 June

Study material:

• Musser Chapter 5.1 + 5.2 (Counting factors)

Question 1 / Vraag 1 (Multiples and Factors / Veelvoude en Faktore)

1.1 Each number has factors and multiples. Use the number 36 to show the difference
between factors and multiples.
Elke getal het faktore en veelvoude. Gebruik die getal 36 om die verskille tussen
faktore en veelvoude aan te toon.
− Factors of 36
1, 2, 3, 4, 6, 9, 12, 18, 36
− Multiples of 36
36, 72, 108, 144, 180, 216, 252, 288, 324, 360

1.2 Give the factors and multiples (first 5) of the following numbers:
Gee die faktore en veelvoude (eerste 5) van die volgende getalle:
1.2.1 Factors of 95:
1, 5, 19 and 95
Multiples of 95:
95, 190, 285, 380, 475

1.2.2 Factors of 105:

1, 3, 5, 7, 15, 21, 35, 105
Multiples of 105:
105, 210, 315, 420, 525

1.3 In worksheet 3.1 (A) you discovered prime numbers. Explain the difference between
prime factors and factors using the number 36.
In werkkaart 3.1 (A) het jy priemgetalle ontdek. Verduidelik die verskil tussen
priemfaktore en faktore deur gebruik te maak van die getal 36.
Prime factors of 36:
36 = 2² × 3².
36 = 2 x 2 x 3 x 3
Factors of 36:
 1, 2, 3, 4, 6, 9, 12, 18, 36

Question 2 / Vraag 2
Study: / Bestudeer: p. 178 + 179 in Musser et al.

2.1 The following is given: a|b. We say that a divides b. Here a = divisor of b, or a is a
factor of b. Or it can be written b ÷ a
Die volgende word gegee: a|b. Ons sê dat a deel in b. Hier is a = deler van b, of a is ‘n
faktor van b. Of dit kan geskryf word as b ÷ a.
2.1.1 2 | 8 → Explain the meaning in your own words / Verduidelik die betekenis in jou eie
woorde.

2 will be seen as a, whereas 8 will be seen as b. The sum can be written as b  a meaning 8
 2 = 4. This then means that a divides b because the answer is a whole number.

2.2 Determine whether the following are true or false, with an explanation.
Bepaal of elke van die volgende waar of onwaar is, met ‘n verduideliking.

2.2.1 3|9

− True. 3|9, since 3 • 3 = 9

2.2.2 12 | 6

− False. 12 | 6, since there is no whole number  such that 12 = 6

2.2.3 3 is a divisor of 21./ 3 is ‘n deeltal van 21

− True. 3 is a divisor of 21, since 3 • 7 = 21

2.2.4 0|5

− False. 0 | 5, since a = 0

2.2.5 11|11

− True. 11|11, since 11 • 1 = 11

2.2.6 6 is a factor of 3. / 6 is ‘n factor van 3

− False, the only factors of 3 are 1 and 3.

2.2.7 4 is a factor of 16. / 4 is ‘n faktor van 16

− True. 4 is a factor of 16, since 4 • 4 = 16

2.2.8 48 is a multiple of 16. / 48 is ‘n veelvoud van 16.

− True. 48 is a multiple of 16, since 16 • 3 = 48

Question 3 / Vraag 3 Tests for divisibility/ Toets vir deelbaarheid

Study p. 180 – 183 in Musser et al.
3.1 Summarize the divisibility rules for your self in the following table.
Som die deelbaarheids reels vir jouself op deur gebruik te maak van die volgende
tabel.

Number Rule
2 A number is divisible by 2 if and only if its ones digit is 0, 2, 4, 6, or 8
3 A number is divisible by 3 if and only if the sum of its digits is divisible
by 3
4 A number is divisible by 4 if and only if the number represented by its
last two digits is divisible by 4
5 A number is divisible by 5 if and only if its ones digit is 0 or 5
6 A number is divisible by 6 if and only if both of the tests for divisibility by
2 and 3 hold.
7
8 A number is divisible by 8 if and only if the number represented by its
last two digits is divisible by 8
9 A number is divisible by 9 if and only if the sum of its digits is divisible
by 9
10 A number is divisible by 10 if and only if its ones digit is 0.
11 A number is divisible by 11 if and only if 11 divides the difference of the
sum of the digits whose plaace values are odd powers of 10 and the
sum of the digits whose place values are even powers of 10.

3.2 Determine if the following is TRUE or FALSE. Motivate your answer by using the
divisibility rules. (Do not use a calculator!)
Bepaal of die volgende WAAR of VALS is. Motiveer jou antwoord deur gebruik te maak van
die deelbaarheids reëls. (Moenie ‘n sakrekenaar gebruik nie!)

T/F Verduidelik / Explain

3.2.1 562 is divisible by 2 F Divisible by 2 because its ones digit is 2.
and 4 Ntot divisible by 4 because the number
562 is deelbaar 2 en 4. represented by its last two digits is not
divisible by 4.
3.2.2 267 is divisible by 3 T Divisible by 3 because the sum of its digits is
267 is deelbaar deur 3 divisible by 3
3.2.4 2783 is divisible by 11 T 11|2783, since 2 + 8 = 10, 7 + 3 = 10, 10 –
2783 is deelbaar deur 10 = 0, and 11|0
11
3.2.5 2112 is divisible by 6 T Divisible by 6 because both of the tests for
2112 is deelbaar deur 6 divisibility by 2 and 3 hold
Question 4 / Vraag 4 Test for Prime factor

4.1 Complete the following: / Voltooi die volgende:

To test for prime factors of a number n , you must search for prime factors p of n,
where p2 is smaller or equal to n OR p smaller or equal to n
4.2 We are going to determine if 467 is a prime number. Complete the following:
Ons gaan bepaal of die getal 467 ‘n priemgetal is. Voltooi die volgende:

Only the prime factors 2 through 19 must be checked, because 192 < 467 < 232

• Is 2 a factor of 467? No
• Is 3 a Factor of 467? no, because the sum of digits is not divisible by 3
• Is 5 a factor of 467? no, because the ones digit is not 0 or 5.
• Is 7 a factor of 467? no
• Is 11 a factor of 467? no
• Is 13 a factor of 467? no
• Is 17 a factor of 467? no
• Is 19 a factor of 467? no
Therefor, 467 is a prime number

4.3 Determine if 257 is prime or composite. Use the test for prime factors

Only the prime factors 2 through 19 must be checked, because 132 < 257 < 172
• Is 2 a factor of 257? No
• Is 3 a Factor of 257? no
• Is 5 a factor of 257? no
• Is 7 a factor of 257? no
• Is 11 a factor of 257? no
• Is 13 a factor of 257? no
• Is 17 a factor of 257? no
• Is 19 a factor of 257? No
Therefor, 257 is a prime number
Question 5 / Vraag 5 (Counting factors)
Study p. 190 in Musser et al
5.1 Use the number / Gebruik die getal 720
5.1.1 Determine the prime factors (Look at worksheet 3.1 (A) )/ Bepaal die priemfaktore
Kyk na Werkkaart 3.1(A) )

2 720
2 360
2 180
2 90
3 45
3 15
5 5

5.1.2 Write the prime factors in exponential form. / Skryf die priemfaktore in eksponensiële
vorm.
a4 x b 2 x c1 a= 2, b = 3, c = 5
5.1.3 Determine the number of factor of 720. Fill in a, b and c and get the answer.
(x + 1)(y + 1)(z +1) = (4 + 1)(2 +1)(1+ 1) = 30 factors

5.2 Determine the number of factors of / Bereken die aantal faktore van

5.2.1 180 = 22 x 32 x 5
(2 + 1)(2 + 1)(1+1) = 18 factors

5.2.2 64 680 = 23 x 5 x 17
(3 + 1)(1 + 1)(1 + 1) = 16 factors
Worksheet SU 3 – 3.2 2022
Greatest Common Factor and Least Common Multiple
Grootste gemeenskaplike factor en Kleinste
gemeenskaplike veelvoud.

Worksheet due date: 6 June – 10 June SHOW ALL CALCULATIONS

eFundi test: 6 – 11 June
WYS ALLE BEWERKINGS
Study material:

• Musser Chapter 5.2

Section A / Afdeling A
Greatest Common Factor
Question 1 / Vraag 1 Methods / Metodes
1.1 Complete the definition of the Greatest Common Factor:
Volooi die definisie van die Grootste Gemeenskaplike Factor

The GCF of two or more nonzero whole numbers are the largest whole number that is a
factor of both (all) of the numbers. The GCF of a and b is written as GCF (a, b)

List method (Set intersection method) / Lys metode (Versamelings

snydingsmetode)
Use the number 180 and 150 / gebruik die getalle 180 en 150
1.2 List the factors of 180 and 60 / Lys die faktore van 180 en 150
F180: 1, 2, 3, 4, 5, 6, 9, 10, 12, 15, 18, 20, 30, 36, 45, 60, 90, 180.
F150: 1, 2, 3, 5, 6, 10, 15, 25, 30, 50, 75, 150.
1.3 Circle all the common factors / Omkring al die faktore wat gemeenskaplik is.
1.4 Which common factor is the largest? / Watter gemeenskaplik factor is die grootste?

− GGF: 30
1.5 Therefore GCF (150,180) = 30
1.6 Represent the two sets of factors in a Venn diagram / Stel die twee versamelings
faktore voor in ‘n Venn-diagram
 4
9 25
12
18 1, 2, 3
20
50
36 5, 6, 10
45
15, 30
60 75
150
90
180

1.7 Which numbers is in the intersection? / Watter getalle is in die snyding?

− All the common factors

− 1, 2, 3, 5, 6, 10, 15, 30
1.8 Circle the Greatest Common Factor in this Venn diagram / Omkring die Grootste
Gemeenskaplike Faktor in die Venn diagram

Question 2 / Vraag 2 Prime factorization method / Priemfaktoriserings metode

Use the number 180 and 150 / Gebruik die getalle 180 en 150

2.1 Give the product of prime factors for 180 and 150. / Gee die produk van priemfaktore
vir 180 en 150.
Fiil in / Vul in:
180= 2 x 2 x 3 x 3 x 5
150= 2 x 3 x 5 x 5

2.2 Circle all the common prime factors / Omkring al die gemeenskaplike priemfaktore

2.3 Complete (Use the circled numbers) / Voltooi nou (Gebruik die omkringde getalle)
GCF(180,150) = 2 x 3 x 5 = 30

2.4 Is your answer the same as in Q 1.5? Is jou antwoord dieselfde as by Vr 1.5?

− Because it’s still the GCF that you’re getting

2.5 Which method is easier for you? / Watter metode is makliker vir jou?

− Getting the prime factors and then to circle the common ones and then multiple them
Question 3 / Vraag 3 Euclidean algorithm / Euklidiese algoritme
Look at Example 5.12 on p. 193 / Kyk na voorbeeld 5.12 op p.193
3.1 Fill in the missing numbers / Vul die ontbrekende getalle in:
GCF (840, 3432)
3432 ÷ 840 = 4 R 085714286
840 ÷ 72 =11 R 66666667
72 ÷ 48 = 1 R 5
48 ÷ 24 = 2 R 0

3.2 Which number is always used as the divisor in the next step? / Watter getal word
altyd gebruik as deler in die volgende stap?

− The answer
3.3 When does the process stop? / Wanneer word die proses gestop?

− When there is no res left

3.4 What number is the GCF? / Watter getal is die GGF?

− 24
3.5 Do the following problems: Look at the methods that is asked.
Doen die volgende problem: Let op die metodes wat gevra word.
p. 198 no 3b, 4c, 5b
3b) GCF (42, 28) with intersection method
F42: 1, 2, 3, 6, 7, 14, 21, 42
F28: 1, 2, 4, 7,14, 28.
GCF: 14
4c) GCF (24, 66) using prime factorization
24: 2 x 2 x 2 x 3
66: 2 × 3 × 11
GCF: 2 x 3 = 6
5b) GCF (484, 363) using calculator method

484  363 = 1 R 333333333

484 – 1 x 363 = 121 R 0

363  121 = 3 R 0
GCF: 121
Section B / Afdeling B
Lowest Common Multiple / Kleinste gemeenskaplike
veelvoud
SHOW ALL CALCULATIONS
Question 4 / Vraag 4
WYS ALLE BEWERKINGS
List method (Set intersection method) /
Lys metode (Versamelings snydingsmetode)
Use the numbers 8 and 20 / Gebruik die getalle 8 en 20
4.1 Make a list of the first 10 multiples of 8 and 20. / Maak ‘n lys van al eerste 10
veelvoude van 8 en 20.

− 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80

− 20: 20, 40, 60, 80, 100, 120, 140, 160, 180, 200
4.2 Circle all the multiples that are the same / Omkring al die veelvoude wat dieselfde is.
4.3 Which common multiple is the lowest (least)? / Watter gemeenskaplike veelvoud is
die laagste (minste)?

− 40
4.4 What is this multiple called? / Wat word hierdie veelvoud genoem?

− Lowest common multiple

4.5 Represent these multiples in a Venn Diagram / Stel hierdie veelvoude voor in ‘n Venn
diagram

20 8
60 16
100 40
32 24
120
140 80 48
160 56
180 64
72
200

4.6 Which multiples is in the intersection? / Watter veelvoude is in die snyding?

− 40 and 80
4.7 LCM(8,20)= 40
Question 5 / Vraag 5

Prime factorization method / Priemfaktor metode.

5.1 Determine the product of prime factors of the numbers 360 and 60 / Bepaal die
produk van priemfaktore van 360 en 60

− 360: 2 x 2 x 2 x 3 x 3 x 5
− 60: 2 × 2 × 3 × 5
5.2 Circle all the common prime factors of the two numbers / Omkring al die
gemeenskaplike priemfaktore van die twee getalle.
5.3 Fill in the following / Vul die volgende in:

360 = 2 x 2 x 2 x 3 x 3 x 5
60 = 2 x 2 x 3 x 5

5.4 Determine the LCM (360, 60). / Bepaal die KGV (360, 60).LCM (360,60) = Common
prime factors x the rest of factors. / KGV (360,60) = Ooreenstemmende priemfaktore x die
res van die faktore.
LCM = CF x RF
2x2x3x5x2x3
= 360
5.5 Do the following problems / Doen die volgende probleme:
Musser p. 198 no. 9,10(a & d), 12 (b, c, f)
9a) LCM (24 , 30) using intersection method
24: 24, 48, 72, 96, 120, 144, 168, 192, 216, 240
30: 30, 60, 90, 120, 150, 180, 210, 240, 270, 300
LCM: 120
b) LCM (42, 28) using intersection method
42: 42, 84, 126, 168, 210, 252, 294, 336, 378, 420.
28: 28, 56, 84, 112, 140, 168, 196, 224, 252, 280, 308.
LCM: 84
c) LCM (12, 14) using intersection method
12: 12, 24, 36, 48, 60, 72, 84, 96, 120
14: 14, 28, 42, 56, 70, 84, 98, 112, 126, 140
LCM: 84
10a) LCM (6, 8) using prime factorization and build-up method
Prime factorization
6: 2 × 3
8: 2 × 2 × 2
LCM = CM x RF
2x2x2x3
LCM: 24
Build-up method
6: 2 x 3

8: 23

Build 23 up to 23 x 3
= 24
d) LCM (8, 10) using prime factorization and build-up method
Prime factorization
8: 2 × 2 × 2
10: 2 x 5
LCM = CM x RF
2x2x2x5
LCM: 40
Build-up method

8: 23
10: 2 x 5

Build 23 up to 23 x 5
= 40
12b) GCF (55, 75, 245)
55: 1, 5, 11, 55.
75: 1, 3, 5, 15, 25, 75.
245: 1, 5, 7, 35, 49, 245.
GCF: 5
c) GCF (1105, 1729, 3289)
1105: 5 × 13 × 17
1729: 7 x 13 x 19.
3289: 11 x 13 x 23
GCF: 13

f) GCF (𝟐𝟑 • 𝟑𝟒 • 𝟏𝟏𝟐 • 13, 𝟐𝟐 • 𝟑𝟔 • 7 • 𝟏𝟑𝟐 , 𝟐𝟒 • 𝟑𝟓 • 𝟓𝟑 • 13)

1019304: 2 x 2 x 2 x 3 x 3 x 3 x 3 x 11 x 11 x 13
3449628: 2 x 2 x 3 x 3 x 3 x 3 x 3 x 3 x 7 x 13 x 13
6318000: 2 x 2 x 2 x 2 x 3 x 3 x 3 x 3 x 3 x 5 x 5 x 5 x 13

GCF: 22 • 34 • 13
TOETS 1.1

1. 1.N Piktogram gebruik/A pictograph uses:

Prentjie simbole om getalle voor te stel/picture symbols to show numbers

2. You must decide which netball team is the best after the winter season. Which step in the
Statistical Problem Solving cycle will be the following: You ask all the coached to send their score
sheets to you

Collect date/Insameling van data

3. Wednesday 1111 1111 1111

Thursday 1111 1111 1111
Sunday 1111 1111 1111 1111 1111 1
Costumers on Sunday : 26
4. The following tallies are equal
39
5. Hierdie is n voorbeeld van n
Line graph/Lyngrafiek
6. Hierdie is n voorbeeld van n_____________table

Method Number

Abstinence 14

Condoms 47
Injectables 1
Norplant 1
Pill 35
None 307
Total 405

Number
Not one option
Method
Tally
Frequency
7. What is the purpose of tally table? Wat is die doel van tellingstabel?
Tally tables are used to collect data quickly and efficiently/ Teltabelle word gebruik om data
vining en doeltreffend te versamel
8. The following is the stem and leave plot for the given data/ die volgende is die stingel-en-blaar
voorstelling vir die gegewe data
Fill in the missing numbers
123;124;129;123;125;129;123;125;130;131;130
Stem/Stingel Leaves/Blare
12 3,3,3,4,5,5,9,9
9
13 0,0,1

9. Use the following graph to give the number of boxes with_____

50matches per box
7
51 matches per box
3
46 matches per box
0
49 matches per box
4

10. The following data are given

25,21,25,25,28,29,24,25,26,26,27,26
Mode/Modus: 25 (Do not round of)
Median/Mediaan: 25.5
Mean/Gemiddeld: 25.58

11. Study the following set of data

12549835472152134569
Which statement is TRUE?
Mode/Modus = 5
Median/Mediaan = 4
Mean/ Gemiddeld = 4.3

What are the correct order of steps of the statistical Problem Solving cycle?
i. Collect data
ii. Organize and display data
iii. Formulate questions
iv. Analyze date and Interpret data
A iii,I,ii,iv
The following is an example of a ________________

The number of times a score or number appears in a collection of data is

Die aantal kere wat n telling of n getal voorkom in n versameling data is
Die frekwensie van die getal/the frequency of a number
 LE 1.2
1. Theoretical probability is/ Teoretiese waarskynlikheid is:
The same as the sample space
Dieselfde as die steekproefruimte

2. The following is a definition of an outcome? Die volgende is n defenisie vir n uitkoms:

One of the possible things that can occur as a result of an event/ een van die moontlike dinge
wat plaasvind as n resultaat van n gebeurtenis.

3. The probability of an event is/ Die waarskynlikheid van n gebeurtenis is:

Number of outcomes in Event divided by the numbers of outcomes in sample space/ Die aantal
uitkomstes van n gebeurtenis gedeel deur die aantal uitkomste van die steekproefruimte

4. Experimental probability/ Waargeneemde resultaat van n eksperiment

Observed results of an experiment/ Waargeneemde resultaat van n eksperiment.

5. The following is a definition of the sample space/ Die volgende is n definisie van die
steekproefruimte:
Set of all the possible outcomes/Versameling van moontlike uitkomste

6. The following spinner is used in an experiment/ die volgende spinner word gebruik in n
eksperiment
The sample space of this experiment is

G G

B G

(G,G,G,R,B)

7. Two standard six-sided dice are rolled. The sample space for this experiment is
(1,1), (1,2), (1,3), (1,4), (1,5),(1,6)

8. Find the probability P(prime sum when tossing 2 dice)

5/12
7/12
Not one opsion
3/6
9. A circular game spinner is comprised of 5 different colors, each of which takes the following
amount of space in terms of its central angle
Color Central Angle
Red 40 -grade
Yellow 45
Blue 45
Green 80
White 150
P(red spin)=____________________
40
1/9
2/9
None

10. Two dice are thrown. If each face is equality likely to turn up, find the probability that the sum is
at least 7
1/6
5/12
7/12
Not one of the opsions

11. You randomly choose a marble from a jar. The jar contains 3 red marbles, 10 blue marbles, 8
green marbles, and 4 yellow marbles. Find the probability of choosing a blue marble
10/27
8/25
10/25
1/25

12. You roll a 6 sided dice. Determine the probability of the following event
Rolling a multiple 3
1
3/6
2
2/6

13. You randomly choose one of the tiles shown

1,2,3,4,6,8,9,5,7,11,12,10
Determine the probability of choosing a number that is more than 4
5/12
4/12
1/12
 8/12

14. The following took place. Having one child born. What is the tree for this event
Boy/Girl

15. Which one of the following trees is the correct one when choosing to go to Boston, Miami, Las
Angeles?

B M L
16. The following tree is given
Fill in the missing numbers
P(GW)= 60 round of to one decimal number, use decimal point

17. Fill in the missing numbers

P(YW)= 0.8 round of to one decimal number

18. Patterning is the discovering of

All the options
Auditory regularity
Motor regularity
Visual regularity
LU1.3

1. As a single card is drawn from a standard deck of playing cards. The sample space will be:
A. All 52 cards
B. B. (Ace 2,3,4,5,6,7,8,9,10, Jack,Queen, king)
C. (52)
2.
Find the probability P(prime sum when tossing 2 dice)
Not one opsion
7/12
5/12
3/6
3. Which of the following events has a probability of 1/64 when tossing 8 fair coins?
Getting 2 heads and 6 tails
Getting 1 head and 7 tails
None of the choices
Getting 3 heads and 5 tails

4. Use the spinner to determine the theoretical probability of the following event
Spinning a 6
¾
1/7
1/6
1/8
5. The correct two stage tree for the following experiment is
Tossing one coin and rolling one dice
T- T1, T2,T3,T4,T5,T6
H-H1,H2,H3,H4,H5,H6
6. Drawing a ball from a bag containing balls labeled A,B,C,D,E
What is the tree for this event?
A,B,C,D,E
 1.The following are the steps of the process of data handling. Arrange it in the correct order

i-Problem, ii-Organising data, iii-Pose a question, iv-interpret data, v-Collect data

-i),iii),v),ii),iv

2. Attribute materials are a set of objects that can be sorted and classified in two different ways
which are _________________

More than/ less than

Unstructured, e.g. plastic forms with attributes

Unstructured, e.g. sea shells

Not one option

3.Conceptual knowledge that a learner must acquire during data handling is:

i) Creating a column
ii) After compiling a graph, the learner can show which color block is the most
common
iii) The learner explains how data is acquired
iv) Reasoning about the grouping of blocks
C- i,ii,iii

4. Physical knowledge for data handling is_________________

Collecting, handling and displaying objects is a concrete activity

5.The data handling cycle is________________

Collecting data
Organizing data
Representing data
Analyzing Date
Interpreting data

6.The following three sets are given after classification has taken place.

Kubus-5,boeke-5,glase-5
Which one of the following questions would not be appropriate to ask learners?
All the questions are appropriate
Which collection has the least objects in it?
Which one of the collections has the most objects?

7.When comparing 2 sets, three important concepts are being taught.

As many as, More than, less than

 8.For each object counted, one object must be represented on a graph. What concept of data
handling was used there?

One-to-one correspondence

9. In Gr1, learners sort physical data according to_____________

One Attribute

10. A way to collect data is __________

Surveys
11. Attribute materials can be ____________
Card games
paper shapes
buttons
All the options
12. Study the following diagram
What feature cannot be used to classify the objects?
Sirkels, vierkante, driehoek, reghoek
Size
Number of corners
All the characteristics can be used
Colour
13. Cluster graph
14. This will be used in Gr 1
Favorite pets
pet Tally Marks Number
kat ///// 5
hond /// 3
Beer //// 4

True

15. The three kinds of knowledge for data handling is the following : Which one is not correct?
Social knowledge-do data handling in groups

16. Which 3 characteristics are the best that can be used to classify cars?
Colour, use, number of wheels

17. Colour the graph to show how many there are of each
Work sheet for ______________
Gr.3
18. This is an example of a ___Concrete type graph
19. The following objects must be sorted by the pupils. In what order will the teacher encourage the
learners to sort the objects?
Discovery, free sorting, sort according the teachers rule, guess the rule
20. To develop logical thinking skills, the following activities are essential:
Collecting, sorting, and representing data
MFPC311 LU 2.1+2.2

Vraag1
The complexity of a pattern are determined by: / Die kompleksiteit van ’n patroon word
bepaal deur:
A. Number of changing attributes / Aantal veranderinge in eienskappe

B. Nature of attribute/ Aard van eienskap

C. Number of changes / Aantal veranderinge

D. All the options. / Al die opsies.

E. Number of elements in the core / Aantal elemente in die kern

Vraag 2
Patterns can be found in multiplication and division. / Patrone kan in vermenigvuldiging en
deling gevind word.
A. Always / Altyd

B. Probably / Waarskynlik

C. Sometimes / Somtyds

D. Almost never / Amper nooit

E. Never / Nooit

Question 3 of 20
Grouping or sorting according to properties such as rough, soft, smooth and hard use: /
Groepering of sortering volgens eienskappe soos grof, sag, glad, en hard gebruik:
A. Geometrical attributes / Geometriese eienskappe

B. Combination of attributes / Kombinasie van eienskappe

C. Physical attributes / Fisiese eienskappe

D. All the options. / Al die opsies.

E. Relational attributes / Verhoudingseienskappe

Question 4 of 20
Patterning is the discovering of: / Patroonvorming is die ontdekking van:
A. Auditory regularity / Ouditiewe reëlmatighede

B. Visual regularity / Visuele reëlmatighede

C. None of the options / Geeneen van die opsies nie

D. All the options / Al die opsies

E. Motor regularity / Motoriese reëlmatighede

Question 5 of 20
The attribute of the following pattern is ____________. / Die eienskap van hierdie patroon is
______.
˂ ˃ ˄ ˅ ˂ ˃ ……
A. All the options. / Al die opsies.

B. Geometrical attributes / Geometriese eienskappe

C. Physical attributes / Fisiese eienskappe

D. Relational attributes / Verhoudingseienskappe

E. Combination of attributes / Kombinasie van eienskappe

Question 6 of 20
ABB ABB ABB refers to the _____ of the pattern. / ABB ABB ABB verwys na die ______ van
die patroon
A. core / kern

B. elements / elemente

C. rule / reël

D. prediction /voorspelling

E. structure / struktuur

Question 7 of 20
Algebra in the early years begins with the _________. / Algebra in die vroeë jare begin met
die ________.
A. determining of properties / bepaling van eienskappe

B. algebraic reasoning / algebraise redenering

C. None of the options. / Geeneen van die opsies nie.

D. search for patterns / soektog na patrone

E. number patterns / getalpatrone

Question 8 of 20
Circle, square, square is the core of the pattern and refers to the spesific properties within the
pattern. Sirkel, vierkant, vierkant is die kern van die patroon en verwys na die spesifieke
eienskappe binne die patroon.
A. Geometrical attributes / Geometriese eienskappe

B. All the options. / Al die opsies.

C. Relational attributes / Verhoudingseienskappe

D. Combination of attributes / Kombinasie van eienskappe

E. Physical attributes / Fisiese eienskappe

Question 9 of 20
Patterning is the discovering of: / Patroonvorming is die ontdekking van:
A. Visual regularity / Visuele reëlmatighede

B. Motor regularity / Motoriese reëlmatighede

C. Auditory regularity / Ouditiewe reëlmatighede

D. All the options. / Al die opsies.

E. None of the options. / Geeneen van die opsies nie.

Question 10 of 20
An example of a growing pattern: / ‘n Voorbeeld van ‘n groeiende patroon:
A. Addition / Optel

B. Division / Deling

C. Subtraction / Aftrek

D. Number line / Getallelyn

E. None of the options. / Geeneen van die opsies nie.

Question 11 of 20
Properties of growing patterns: / Eienskappe van groeiende patrone:
A. Recursive relationship / Repeterende verhouding

B. All the above options. / Al die opsies.

C. None of the options. / Geeneen van die opsies nie.

D. Grow by changing amount / Groei met veranderende hoeveelheid

E. Constant change / Konstante verandering

Question 12 of 20
The next 3 elements in this pattern is ____________. / Die volgende 3 elemente in die
patroon is ______.
˂ ˃ ˄ ˅ ˂ ˃ ……

A. ˅ ˂ ˃

B. None of the options. / Geeneen van die opsies nie.

C. ˂ ˃ ˄

D. ˄ ˅ ˂

E. ˃ ˄ ˅

Question 13 of 20
Patterns can be found in addition, subtraction, multiplication and division.
Patrone kan in optel, aftrek, vermenigvuldiging en deling gevind word.
A. Never / Nooit

B. Almost never / Amper nooit

C. Probably / Waarskynlik

D. Sometimes / Somtyds

E. Always / Altyd

Question 14 of 20
Foundation Phase learners must be able to make a _____________ when they follow the rule
of the pattern
Grondslagfase leerders is veronderstel om ‘n __________ te maak wanneer hulle die reël van
die patroon volg.
A. rule / reël

B. prediction / voorspelling

C. core / kern
D. elements / elemente

E. structure / struktuur

Question 15 of 20
Grouping or sorting according to properties such as size, shape, colour, use: / Groepering of
sortering volgens eienskappe soos grootte, vorm, kleur, gebruik:
A. Physical attributes / Fisiese eienskappe

B. Combination of attributes / Kombinasie van eienskappe

C. All the options. / Al die opsies.

D. Geometrical attributes / Geometriese eienskappe

E. Relational attributes / Verhoudingseienskappe

Question 16 of 20
An example of a shrinking pattern: / ‘n Voorbeeld van ‘n krimpende patroon:
A. All the options. / Al die opsies.

B. Number line / Getallelyn

C. None of the options. / Geeneen van die opsies nie.

D. Multiplication / Vermenigvuldiging

E. Division / Deling

Question 17 of 20
Complete the following number pattern: / Voltooi die volgende getal patroon:
2, 4, 12, ____, ______
A. None of the options. / Geeneen van die opsies nie.

B. 144, 288

C. 22, 34

D. 24, 32

E. 48, 240

Question 18 of 20
Circle, square, square is the ______ of the pattern and refers to the spesific items within the
pattern. Sirkel, vierkant, vierkant is die ______ van die patroon en verwys na die spesifieke
items binne die patroon.
A. elements / elemente

B. rule / reël

C. structure / struktuur

D. core / kern

E. prediction /voorspelling

Question 19 of 20
Foundation Phase learners must be able to identify the _____________ in order to follow the
rule of the pattern.
Grondslagfase leerders is veronderstel om die __________ te identifiseer om die reël van die
patroon te kan volg.
A. elements / elemente

B. structure / struktuur

C. rule / reël

D. core / kern

E. prediction / voorspelling

Question 20 of 20
A function is a ________ . / ‘n Funksie is ‘n _________.
A. number patterns / getalpatrone

B. determining of properties / bepaling van eienskappe

C. search for patterns / soektog na patrone

D. None of the options. / Geeneen van die opsies nie.

E. way of expressing relationship / manier om ‘n verwantskap uit te druk

MFPC311 TOETS 2.3&2.4

Question 1
A function machine can only have one calculation step. / ‘n Funksie masjien kan slegs een bewerkingstap hê.

A. True
B. False
false

Question 2
There is no patterns in numbers. Daar is geen patrone in getalle nie.

A. True
B. False
false

Question 3
In the Foundation Phase the variables are indicated with alphabetic symbols. / In die Grondslagfase word
veranderlikes aangedui deur alfabetiese simbole.

A. True
B. False
false

Question 4
A function machine is the only tool in Mathematics where patterns can be oserved. / ‘n Funksie masjien is die
enigste instrument waar patrone waargeneem kan word.

A. True
B. False
true

Question 5
Patterns on a hundred block depens on counting in multiples. / Patrone op ‘n honderdblok is afhanklik van tel
in patrone.

A. True
B. False
True
Question 6

The 4 & 28 in the following example below is called the ___. / Die 4 & 28 in die volgende
voorbeeld hieronder word ___ genoem.
3X + 4 = 28

• A.

expressions / uitdrukkings

• B.

variable / veranderlike

• C.

operation. / bewerking.

• D.

constant / konstante

• E.

coefficient / kwosiënt

Question 7

The following example below is called the ___. / Die volgende voorbeeld hieronder word ___
genoem.

3X + 4 = 28

• A.

variable / veranderlike

• B.

operation. / bewerking.

• C.

expressions / uitdrukkings
 • D.

coefficient / kwosiënt

• E.

constant / konstante

Inequalities are presented with < & >

True

False

Equality means the value before and after the equal sign must be the same amount

True

False

Place value has the pattern of 10

True

False

The following example below is called the ….

1
7
X2 +3
3 11
13

Two step function machine

 The 3 on the top of the function machine is called the ….
3

+2

5
Input

Determine the value of iii

4 iv
2
6 16
i
X2 iii 20
X2

5
ii
X2

+10

The3 in the following example below is called the ___. / Die volgende voorbeeld hieronder
word ___ genoem.

3X + 4 = 28

• A.

variable / veranderlike

• B.

operation. / bewerking.

• C.

expressions / uitdrukkings

• D.

coefficient / kwosiënt

• E.

constant / konstante
The pattern in following example below is….

1
7
X2 +3
3 11
13

Any number x2 +3

An example of number patterns in place is:

All of the option

The inverse pattern in following example below is….

1
7
X2 +3
3 11
13

The last number -3 divide 2

In Gr R – 3 the following big ideas of early algebraic concepts must be included. Which one does not
fit?

Mathematical relationships

The example below is called an …

15 = 12 + 3

Equality

The example below is called an

5>3

Inequality
 Determine the value of iv
4 iv
2
6 16
i
X2 iii 20
X2

5
ii
X2

14

The next numbers in the following pattern are:

0112358……

11 & 15

The X in the following example below is called the ___. / Die volgende voorbeeld hieronder
word ___ genoem.

3X + 4 = 28

• A.

variable / veranderlike

• B.

operation. / bewerking.

• C.

expressions / uitdrukkings

• D.

coefficient / kwosiënt

• E.

constant / konstante
MFPC 311 LU 2.1&2.2

1.The complexity of a pattern are determined by: / Die kompleksiteit van ’n patroon word bepaal
deur:

A. Number of changes / Aantal veranderinge

B. Number of elements in the core / Aantal elemente in die kern

C. All the options. / Al die opsies.

D. Nature of attribute/ Aard van eienskap

E. Number of changing attributes / Aantal veranderinge in eienskappe

2.Patterning is the discovering of: / Patroonvorming is die ontdekking van:

A. Visual regularity / Visuele reëlmatighede

B. All the options. / Al die opsies.

C. Motor regularity / Motoriese reëlmatighede

D. None of the options. / Geeneen van die opsies nie.

E. Auditory regularity / Ouditiewe reëlmatighede

Question 3 of 20 1 Points

3.The next 3 elements in this pattern is ____________. / Die volgende 3 elemente in die patroon is
______.

˂ ˃ ˄ ˅ ˂ ˃ ……

A. ˂ ˃ ˄

B. ˃ ˄ ˅

C. ˄ ˅ ˂

D. None of the options. / Geeneen van die opsies nie.

E. ˅ ˂ ˃
4.Grouping or sorting according to properties such as size, shape, colour, use: / Groepering of
sortering volgens eienskappe soos grootte, vorm, kleur, gebruik:

A. Geometrical attributes / Geometriese eienskappe

B. All the options. / Al die opsies.

C. Relational attributes / Verhoudingseienskappe

D. Combination of attributes / Kombinasie van eienskappe

E. Physical attributes / Fisiese eienskappe

Reset Selection

5.Foundation Phase learners must be able to make a _____________ when they follow the rule of
the pattern

Grondslagfase leerders is veronderstel om ‘n __________ te maak wanneer hulle die reël van die
patroon volg.

A. structure / struktuur

B. rule / reël

C. core / kern

D. elements / elemente

E. prediction / voorspelling

Reset Selection ‘’

6.The attribute of the following pattern is ____________. / Die eienskap van hierdie patroon is
______.

˂ ˃ ˄ ˅ ˂ ˃ ……

A. All the options. / Al die opsies.

B. Physical attributes / Fisiese eienskappe

C. Geometrical attributes / Geometriese eienskappe

D. Combination of attributes / Kombinasie van eienskappe

E. Relational attributes / Verhoudingseienskappe

7.ABB ABB ABB refers to the _____ of the pattern. / ABB ABB ABB verwys na die ______ van die
patroon

A. prediction /voorspelling

B. elements / elemente

C. core / kern

D. structure / struktuur

E. rule / reel

8.An example of a growing pattern: / ‘n Voorbeeld van ‘n groeiende patroon:

A. Subtraction / Aftrek

B. Number line / Getallelyn

C. None of the options. / Geeneen van die opsies nie.

D. Division / Deling

E. Addition / Optel

9.A function is a ________ . / ‘n Funksie is ‘n _________.

A. number patterns / getalpatrone

B. search for patterns / soektog na patrone

C. way of expressing relationship / manier om ‘n verwantskap uit te druk

D. None of the options. / Geeneen van die opsies nie.

E. determining of properties / bepaling van eienskappe

10.Properties of growing patterns: / Eienskappe van groeiende patrone:

A. Recursive relationship / Repeterende verhouding

B. All the above options. / Al die opsies.

C. None of the options. / Geeneen van die opsies nie.

D. Grow by changing amount / Groei met veranderende hoeveelheid

E. Constant change / Konstante verandering

11.Algebra in the early years begins with the _________. / Algebra in die vroeë jare begin met die
________.

A. None of the options. / Geeneen van die opsies nie.

B. search for patterns / soektog na patrone

C. determining of properties / bepaling van eienskappe

D. number patterns / getalpatrone

E. algebraic reasoning / algebraise redenering

Grouping or sorting according to properties such as rough, soft, smooth and hard use: /

12.Groepering of sortering volgens eienskappe soos grof, sag, glad, en hard gebruik: Grouping or
sorting according to properties such as size, shape, colour, use

A. Physical attributes / Fisiese eienskappe

B. Combination of attributes / Kombinasie van eienskappe

C. Geometrical attributes / Geometriese eienskappe

D. Relational attributes / Verhoudingseienskappe

E. All the options. / Al die opsies.

13.Circle, square, square is the core of the pattern and refers to the spesific properties within the
pattern. Sirkel, vierkant, vierkant is die kern van die patroon en verwys na die spesifieke
eienskappe binne die patroon.

A. Relational attributes / Verhoudingseienskappe

B. Geometrical attributes / Geometriese eienskappe

C. All the options. / Al die opsies.

D. Physical attributes / Fisiese eienskappe

E. Combination of attributes / Kombinasie van eienskappe

14.Patterns can be found in multiplication and division. / Patrone kan in vermenigvuldiging en
deling gevind word.

A. Probably / Waarskynlik

B. Almost never / Amper nooit

C. Never / Nooit

D. Always / Altyd

E. Sometimes / Somtyds

Reset Selection

15.Patterns can be found in addition, subtraction, multiplication and division.

Patrone kan in optel, aftrek, vermenigvuldiging en deling gevind word.

A. Sometimes / Somtyds

B. Probably / Waarskynlik

C. Almost never / Amper nooit

D. Always / Altyd

E. Never / Nooit

16.Foundation Phase learners must be able to identify the _____________ in order to follow the
rule of the pattern.

Grondslagfase leerders is veronderstel om die __________ te identifiseer om die reël van die
patroon te kan volg.

A. core / kern

B. prediction / voorspelling

C. rule / reël

D. elements / elemente

E. structure / struktuur

17.Complete the following number pattern: / Voltooi die volgende getal patroon:

2, 4, 12, ____, ______

A. 48, 240

B. None of the options. / Geeneen van die opsies nie.

C. 144, 288

D. 22, 34

E. 24, 32

19..An example of a shrinking pattern: / ‘n Voorbeeld van ‘n krimpende patroon:

A. None of the options. / Geeneen van die opsies nie.

B. Division / Deling

C. Multiplication / Vermenigvuldiging

D. All the options. / Al die opsies.

E. Number line / Getallelyn

20.Patterning is the discovering of: / Patroonvorming is die ontdekking van:

A. Auditory regularity / Ouditiewe reëlmatighede

B. Motor regularity / Motoriese reëlmatighede

C. Visual regularity / Visuele reëlmatighede

D. None of the options / Geeneen van die opsies nie

E. All the options / Al die opsies

21.Circle, square, square is the ______ of the pattern and refers to the spesific items within the
pattern. Sirkel, vierkant, vierkant is die ______ van die patroon en verwys na die spesifieke items
binne die patroon.

A. elements / elemente

B. structure / struktuur

C. prediction /voorspelling

D. core / kern

E. rule / reël

Patterns can be found in multiplication and division. / Patrone kan in vermenigvuldiging en deling
gevind word.

A. Always / Altyd

B. Probably / Waarskynlik

C. Sometimes / Somtyds

D. Almost never / Amper nooit

E. Never / Nooit

Algebra in the early years begins with the _________. / Algebra in die vroeë jare begin
met die ________.

A. determining of properties / bepaling van eienskappe

B. algebraic reasoning / algebraise redenering

C. None of the options. / Geeneen van die opsies nie.

D. search for patterns / soektog na patrone

E. number patterns / getalpatrone

Question 17 of 20

Complete the following number pattern: / Voltooi die volgende getal patroon:

2, 4, 12, ____, ______

A. None of the options. / Geeneen van die opsies nie.

B. 144, 288

C. 22, 34

D. 24, 32

E. 48, 240
Test

1. Which statement is true (onseker oor antwoord)

− 6 | 12
− 4 | 16 since the last digit is even
− 0|5
− 9|3

2. 6 247 251 is divisible by 11

− False, because 6 + 2 + 4 + 1 = 13 and 2 + 5 + 7 = 14, 14 – 13 = 1 . Since 1 is not divisible by 11, 11

is not a factor of 6 247 251

3. The list is one way of determining the GCF (54, 72). Which statement is true

− F(54): 1, 2, 3, 6, 9, 18, 27 and 54

− F(72): 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36 and 72.
− The GCF( 54, 72) = 18

4. Use the set interaction method

The LCM of 36 and 45 is 180 because

− M36 = (36, 72, 108, 144, 180)

− M45 = (45, 90, 135, 180)

5. Use the prime factor test to determine if 257 is a prime number or a composite number

Only the prime factors A to B must be tested, because 𝐵2  257  𝐶 2

Using the divisibility rules, the prime factors 2, 3 and 5 are not D of 257

Using the calculator, the prime factors 7, 11, A are not D of 257

Therefor, 257 is a E number

A=2

B = 13

C = 17

D = factors

E = prime

6. a divides b if and only if a is a factor of b. When a divides b, we can also say that P of b, a is a Q of b,
b is a R of a, and b S a

P = divisor

Q = factor
R =multiple

S = divisible by

7. To test for prime factors of 401, only primes A through B need to be checked. 401 is not C by any
prime number. Therefor, 401 is a D number

A=2

B = 19

C = divisible

D = prime

8. Multiples of 26 are 26, 52, A

Multiples of 39 are 39, B

Thus: LCM (26, 39) = C

A = 78

B = 78

C = 78

9. Determine the number of factors in:

− 711 x 196 x 7923

− (11 + 1)(6 + 1)(23 + 1)
− 2016

10. Calculate the LCM of 60 and 140 using the prime-factorization method

− LCM (60, 140)

− 60: 2 × 2 × 3 × 5
− 140: 2 x 2 x 5 x 7
− LCM = CF x RF
− LCM = 2 x 2 x 5 x 3 x 7
− LCM = 420

11. For GCF (2244, 418)

− 2244 / 418 = 5 R C
− 418 x 5 = 2090
− 2244 – 2090 = 154
− C = 154

12. 17 is the GCF for 136 and B

B = 153
13. A method to determine the GCF and LCM of two numbers, is the prime factorization. Fill in the
correct numbers at the steps when determining the GCF (136, 153)

2 136 3 153
2 A 3 D
B 34 17 17
17 C 1
1

136 = 2 x 2 x E x 17

153 = 3 x 3 x 17

GCF (136, 153) = F

A = 68

B=2

C = 17

D = 51

E=2

F = 17

14. The GCF (36, 54) = 2 x 3 x A

A=3

15. F60 are 1, 2, 3, 4, 5, 6, 10, A, 15, B, 30 and 60.

F140 are 1, 2, 4, 5, 7, 10, 14, C, D, 35, 70, 140.

GCF (60, 140) = E

A = 12

B = 20

C = 20

D = 28

E = 20

16. To determine the number of factors for 𝟐𝟐 x 𝟑𝟒

− (2 + 1)(4 + 1) = 15
− Thus 324 has 15 factors
17. Use the Euclidian method to determine GCF(7286, 1684)

A  1684 = 4 R B

1684  B = 3 R C

550  C = D R 6

34  6 = 5 R E

6E=3

GCF (7286, 1684) = F

A = 7286

B = 550

C = 34

D = 16

E=4

F=2

18. Determine the GCF (1220, 516)

Fill in the missing numbers

1220  516 = 2 r A

516  A = 2 r B

AB=1rC

BC=3rD

CD=1rE

D  E = 11 r 0

GCF (1220, 516) = F

A = 188

B = 140

C = 48

D = 44

E=4

F=4
19. The school tuck shop serve chi[s every six day and cheeseburger every eight day. If chips and
cheeseburger are both on today’s menu, how many days will it be before they are on again?

24 days

20. Today, both the soccer team and the basketball team played games. The soccer team plays every 3
days and the basketball plays every 5 days. When will both teams have games on the same day again?

Day 30