âMathematical Knowledge for Teachingâ VOLUME 2 - AMESA

More documents

Recommendations

Info

At the end of the first “branches” the possible outcomes of the first roll is given,which is repeated on the second level of branches. The possible outcomes are readby going to the end of each second level branch and reading the outcomes along theway.For this example, then82
The set of all possible outcomes for this experiment= {EE; EO; OE; OO}ACTIVITY (Group work)Each group will receive an envelope (suitcase) of clothes consisting of blue jeans,khaki jeans, brown shoes, black shoes, red t-shirt, white t-shirt, and pink t-shirt. Theymust physically pack out the different outfits for each day, for example:Day 1: red t-shirt, blue jeans and black shoes.Day 2: white t-shirt, blue jeans and black shoes1) For how many days can you wear a different outfit?……………………………2) Draw a tree diagram to illustrate the number of possible outcomes3) Use the tree diagram to determine the following:a) What is the probability of wearing a red t-shirt, blue jeans and brown shoes?…………………………..b) What is the probability of wearing a white t–shirt? …………………Refer back to the tree diagrams showing all the possible outcomes when rolling adie twice1) Use the tree diagram to find the probability of obtaining an odd and even numberon the two rolls of the die.Solution:83
Page 1 and 2:
Proceedings of the15 th Annual Cong
Page 3 and 4:
Foreword“Mathematical Knowledge f
Page 5 and 6:
ContentsHow I teachAuthor Title Pag
Page 7:
Scheiber, JackieThe interpretation
Page 10 and 11:
SKETCHING A CUBIC FUNCTIONTRADITION
Page 12 and 13:
of the first computer games, Pong,
Page 14 and 15:
Although this genre of computer gam
Page 16 and 17:
He played on and off all day until
Page 18 and 19:
[10] Butgereit, L, “Thumb Tribe M
Page 20 and 21:
2) Use the information given in the
Page 22 and 23:
ConclusionSince these terms were fa
Page 24 and 25:
EXAMPLE: The table below represents
Page 26 and 27:
Five-number summaryMinimum = …; Q
Page 28 and 29:
ACTIVITYIn an experiment to measure
Page 30 and 31:
Conclusion:I hope that learners wou
Page 32 and 33:
ACTIVITYBelow is a summary of a cir
Page 34 and 35:
REFERENCESScheiber, J. 2003. Data h
Page 36 and 37:
MOTIVATION FOR RUNNING WORKSHOPThis
Page 38 and 39:
CONCLUSIONThese are not the only te
Page 40 and 41: n(E)• P(E) = 1 if event E is cert
Page 42 and 43: DETERMINING PROBABILITIES OF COMPOU
Page 44 and 45: Calculate the relative frequency of
Page 46 and 47: HOW I TEACH SCATTER PLOTSDUNGILE MA
Page 48 and 49: • It is clear from the above grap
Page 50 and 51: A STATISTICAL INVESTIGATION INTO HU
Page 52 and 53: • Does the activity relate to han
Page 54 and 55: MEASURES OF CENTRAL TENDENCYTHABANI
Page 56 and 57: 1) Determine the mean, mode and med
Page 58 and 59: HOW I TEACH MATH USING VIRTUAL MANI
Page 60 and 61: The Balloon ModelIs this game fair?
Page 62 and 63: Virtual manipulatives can be both s
Page 64 and 65: References• Moyer P., Bolyard,J.
Page 66 and 67: WHAT ARE MISLEADING BAR GRAPHS?If a
Page 68 and 69: CONCLUSION:It is a well known fact
Page 70 and 71: MISLEADING AVERAGESThe mean, median
Page 72 and 73: e) Do you think any of the averages
Page 74 and 75: ANALYSIS OF QUESTION 10.2 OF THE NO
Page 76 and 77: CONCLUSIONThe midpoint curve is TRA
Page 78 and 79: called a sample. A sample is any su
Page 80 and 81: This demonstrates that the larger t
Page 82 and 83: Consider the marks 32 ; 56 ;With 32
Page 84 and 85: SOLUTIONStep 1: Collect the data in
Page 86 and 87: HOW I TEACH TALLY TABLES TO LEARNER
Page 88 and 89: In a survey, 50 people were asked t
Page 92 and 93: Let A denote an odd and even number
Page 94 and 95: ADD THE ANGLE TO THE 2- and 3- DIME
Page 96 and 97: ……………………………
Page 98 and 99: Enlarge the following objects90
Page 100 and 101: MathematicsGrade: 6Learning Outcome
Page 102 and 103: A B CD E FGMathematicsGrade: 6Learn
Page 104 and 105: INVESTIGATING 3-D SHAPES: ANALYSING
Page 106 and 107: When we arrange objects according t
Page 108 and 109: Sphere:Cube:Prisms, pyramids, cylin
Page 110 and 111: a Now complete the table below:pris
Page 112 and 113: 27 Now look at the different spatia
Page 114 and 115: elationships algebraically; and rep
Page 116 and 117: • How do analytical and global th
Page 118 and 119: Adults must not be shy about asking
Page 120 and 121: In fact, if a pupil asks a research
Page 122 and 123: INVESTIGATING BALANCING POINTS OF P
Page 124 and 125: DATA HANDLING IN THE FOUNDATION PHA
Page 126 and 127: NUMERACY ASSESSMENT STANDARDS AND M
Page 128 and 129: FUNCTIONS AND INVERSES IN CONTEXTMa
Page 130 and 131: ARRIVE ALIVE!!!When a motorist brak
Page 132 and 133: BACTERIA!!!Food goes rotten when th
Page 134 and 135: Suppose we want to make x the subje
Page 136 and 137: REGRESSION MODELLINGPaul LaridonRAD
Page 138 and 139: table. Then press [AC]. The screenc
Page 140 and 141:
3.2 The PendulumThe diagram represe
Page 142 and 143:
3.2.5 and comment on how good or ot
Page 144 and 145:
THE VERSATILE USE OF PATTERN BLOCKS
Page 146 and 147:
AN INTRODUCTION TO FUNCTIONAL RELAT
Page 148 and 149:
USE OF MATHEMATICAL GAMES AS AN ALT
Page 150 and 151:
the teacher’s ability to choose t
Page 152 and 153:
method. This will be followed by a
Page 154 and 155:
mathematical concepts, (2) develop
Page 156 and 157:
TEACHING AND ASSESSING SPACE AND SH
Page 158 and 159:
Grade R Grade 1 Grade 2 Grade 3•
Page 160 and 161:
3.2Grade R Grade 1 Grade 2 Grade 3R
Page 162 and 163:
have a lid that can roll, andPeople
Page 164 and 165:
Grade R Grade 1 Grade 2 Grade 3•
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
WORKSHOP: TWO HOURSTARGET GROUP: GR
Page 172 and 173:
PROBLEM SOLVINGFOUNDATION PHASE MAT
Page 174 and 175:
5. Guess the number I stand for.•
Page 176 and 177:
ASTROS? OR SMARTIES? ASTROS? OR SMA
Page 178 and 179:
It is important to note that volume
Page 180 and 181:
Part 1: The Great Bicycle Race (30
Page 182 and 183:
IDEAS AND ACTIVITIES TO MAKE YOU A
Page 184 and 185:
WHAT IS THINKING? (15 MIN)An import
Page 186 and 187:
EXPLORING GRAPHS THROUGH TABLESDORY
Page 188 and 189:
• Use the constant -3 to decide o
Page 190 and 191:
Explain the error in line 7.6. Draw
Page 192 and 193:
SOLVING EQUATIONS & FACTORISING AN
Page 194 and 195:
Simple GrowthYear Amount1 R11000234
Page 196 and 197:
3. Solve for x :3 24x - 4x - 7x - 2
Page 198 and 199:
2) QUARTILESA quartile is any of th
Page 200 and 201:
‣ The lower quartile corresponds
Page 202 and 203:
ACTIVITY:Answer the following quest
Page 204 and 205:
SETTING A MATHS LITERACY EXAMINATIO
Page 206 and 207:
are soup tins usually cylindrical?.
Page 208 and 209:
Part 4: 30 minutesIn groups: Make y
Page 210 and 211:
DEVELOPING ALGEBRAIC THINKING IN TH
Page 212 and 213:
WORKSHEET 2Activities to develop le
Page 214 and 215:
3.Fig. 1 Fig. 2 Fig. 34.Fig. 1 Fig.
Page 216 and 217:
2. Another brick wall:Repeat questi
Page 218 and 219:
2.1 Are the methods of all three le
Page 220 and 221:
2.3 Is there an opportunity here to
Page 222 and 223:
1.3 Is there an opportunity here to
Page 224 and 225:
Investigate whether the following i
Page 226 and 227:
Kieran, C. 1989. The early learning
Page 228 and 229:
Motivation for doing the workshopOu
Page 230 and 231:
• Paired cards• Crack the code
Page 232 and 233:
• Separate tests were developed f
Page 234 and 235:
Enlighten Education TrustBaseline T
Page 236 and 237:
Enlighten Education TrustSchool Ave
show all

âMathematical Knowledge for Teachingâ VOLUME 2 - AMESA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?

âMathematical Knowledge for Teachingâ VOLUME 2 - AMESA