Module Code: FMI1437N
Module Name: Fundamental Mathematics
Application-based Assignment for October 2023
Examination Cycle
Due Date: 4 August 2023
Examiner: S Zulu Moderator: Faith Zondi
Marks: 100 NQF Level: 7
INSTRUCTIONS
1. Follow all the instructions and complete all tasks.
Students may not work in groups or consult other students. The final product must be your own
2.
work.
Copying directly from text or other student’s work will result in being awarded a 0% and the
3.
possibility of disciplinary action.
Should the College suspect that an individual other than the registered student has completed the
4.
assignment on the student’s behalf, the student will be disqualified, and/or awarded 0%.
Please sign the declaration section found in the answer book on page 2 to verify that you are the
5.
student.
6. This assignment must be submitted within the specified time frame. Late submissions will not be
accepted and therefore, marked.
7. Once you have typed/handwritten your answers, save your document in PDF format, and then
upload to myClass. Your uploaded document must be in PDF format.
8. Number all pages of your answer book.
9. Put your name and or student number at the top of each page.
10. Use the allocation of marks for each task as a guideline on how to structure your answer.
11. Do not change the numbering of the questions per task.
12. Do not use WhatsApp language when answering questions. Such answers will not be marked.
Keep enough power or electricity backups as the College will not be responsible for any power
13. failures during online assessments. Candidates are encouraged to make alternative arrangements
such as using a power bank etc.
14. Keep a copy of your assessment answer book.
Page 1 of 5
SECTION A: SHORT ANSWER QUESTIONS
TASK 1: 10 MARKS
1. State whether the following statements are True or False. Write only True or
False next to the question number. Eg. 1.6. True [10]
1.1. TIMSS reveals that on average, South African learners can cope with
problem-solving maths questions. (2)
1.2. Problem-solving skills can be developed by encouraging learners to look for
relationships within problems. (2)
1.3. Any whole number divided by another whole number is rational. (2)
1.4. Only some integers are natural numbers, but every whole number is an
integer. (2)
1.5. 3,592 is a rational number. (2)
TASK 2: 18 MARKS
2.1. What do you understand by ‘Mathematics’. Include what it’s about, the activities
involved, and its value in terms of developing thinking. (4)
2.2. Give an example of a connection between each of the following:
a) Maths and animals (2)
b) Maths and art (2)
c) Algebra and data handling. (2)
2.3. Which property does this illustrate? 3(15 + 5) = 45 + 15 (2)
2.4. Give the co-ordinates of (–1; –7) after reflection in the 𝑥-axis. (2)
2.5. Give the co-ordinates of (–1; –7) after reflection in the line 𝑦 = 𝑥. (2)
2.6. Give the co-ordinates of (–1; –7) after reflection in the 𝑦-axis. (2)
SECTION B: MEDIUM ANSWER QUESTIONS
TASK 3 39 MARKS
3.1. Scaffolding is a useful technique to help learners develop beyond their zone of
proximal development (ZPD). Why is there learning potential when a group of
learners with incomplete knowledge and skill collaborate on a task? (3)
Page 2 of 5
3.2. Give the exponent law for division. Use the variables 𝑎, 𝑥 and 𝑦, with 𝑎 as the
base. (3)
3.3. Illustrate the exponent law for division using expansion. Use the example
75 ÷ 72 (3)
𝟏
Look at the learner error and answer questions 3.4-3.6 below : 𝟐𝒂−𝟒 = 𝟐 𝒂𝟒
3.4. Indicate what error the learner has made. (3)
3.5. Give the correct answer. (2)
3.6. Give two examples of manipulatives that can be used to teach integers. (4)
3.7. Consider the number 2−3
a) Write the number with a positive exponent. (2)
b) Write the number in ordinary decimal form. (2)
c) In what grade is this form of exponent introduced? (1)
3.8. How would you illustrate finding the HCF of 12 and 18? (4)
3.9. How would you illustrate finding the LCM of 12 and 18? (4)
3.10. Refer to the diagram. 𝑃̂1 and 𝑃̂2 are angles on a straight line. 𝑃̂1 = 117°.
a. What is the size of 𝑃̂2 ? (2)
b. A Grade 9 learner writes: ‘It’s also 117 because of supplementary angles.’
Indicate three ways in which the learner still needs to develop. Refer to the key
concept, the answer format, and providing a reason. (6)
SECTION C: ESSAY TYPE QUESTIONS/CASE STUDIES
TASK 4 14 MARKS
4.1. Misconceptions about decimal size
Dudu and Elroy were given a number line showing only 0 and 0,5 They were
required to indicate three decimal fractions in the correct positions. Their response is
given below.
Page 3 of 5
Look at the number line above.
4.1.1. Indicate a likely misunderstanding for the placement of 0,453 (2)
4.1.2. Indicate a likely misunderstanding for the placement of 0,02 and 0,22 (2)
4.2. Consider the following scenario. Learners drew three types of diagrams: A, B
and C.
A B C
4.2.1. Do all the drawings follow the instructions? What could have been the
instructions? (3)
4.2.2. Which diagram was the teacher expecting, in terms of determining the interior
angles of a polygon? (1)
4.2.3. What adjustments, if any, should be made to the instructions to deal with this
situation? (2)
4.2.4. Suggest an appropriate response from the teacher when he sees the drawings
with intersecting lines. (4)
TASK 5: 19 MARKS
Designing an assessment
5.1. Design your own set of 3 questions using the triangles shown. You can name
them by the letters given. Provide solutions to the 3 set questions. (9)
Page 4 of 5
5.2. Which triangles will you use to check whether a leaner understands the
constancy of shape whatever the orientation? (2)
5.3. Give an example of a hint to help learners remember that equilateral triangles
are isosceles. (3)
5.4. How could the question be adapted to include congruency and similarity? (4)
5.5. Describe how you would design some questions using a set of quadrilaterals
instead of triangles. (4)
CONTENT MARK ALLOCATION
SECTION A 28 marks
SECTION B 39 marks
SECTION C 33 marks
Total Marks 100
TOTAL: [100]
Page 5 of 5
