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Given the following GPA for 4 students: 2, 3, 3, 4. Age of students are: 10, 11, 12, 15. There are 10,000 total students. Average GPA: Unknown, Standard Deviation of GPA: 0.02 and it's Normal.
-Find the mean and standard deviation for GPA.
-Calculate a 95% confidence interval for the populations mean GPA.
-Use Correlation formula to find r between GPA and Age.
- Find Regression Line Equation.
- If a student's age is 13, what is the corresponding GPA
This question combines the concepts platonic solids, prisms, pyramids and polyhedra.
a) Are any Platonic solids pyramids? If so, which one(s)? Name the pyramid and explain why it is a pyramid (3).
b) Are any Platonic solids prisms? If so, which one(s)? Name the prism and explain why it is a prism (3).
c) All Platonic solids are polyhedral. Is this statement true? Explain why you say so (2).
d) Name a non-polyhedron and say why it cannot be a platonic solid (2).
Describe van Hiele Level 1 (analysis), Level 2 (informal deduction) and Level 3 (deduction). Demonstrate the difference by using a scalene, isosceles and equilateral triangle as an example to explain learner thinking at the three different levels.
Level 1: Analysis (1)
How learner thinks about the triangles at Level 1: (3)
Level 2: Informal deduction (1)
How learner thinks about the triangles at Level 2: (3)
Level 3: Deduction (1)
How learner thinks about the triangles at Level 3: (3)
Sketch of scalene, isosceles and equilateral triangles (3)
Multiply 62 by 35, firstly by breaking down 35 in its terms (30 + 5) and secondly by breaking down 35 in its factors (5 x 7). Show all your steps.
(a) 62 x (30 + 5)
(b) 62 x (5 x 7)
Which base-10 (Dienes) blocks represent the sum of 1034 and 675?
Illustrate the steps, each time on a number line, where you will explain to a Grade 6 class how numbers can be negative and positive.
Use the case of Mpho who has R5 and she buys a packet of chips for R8 at the tuck shop. The next day she brings R10 to the tuck-shop and buys a lolly for R2. Show how her money goes up and down and where she ends up.
Show your calculation and explain how the base 60 number system is used to subtract 48 minutes from 2 hour 13 minutes.
My calculation (3)
Explanation of my steps (3)
Many learners struggle to make the leap from understanding whole number to understanding rational number (which includes whole numbers and fractions). Describe what you will do to help a learner who cannot position correctly on a number line.
Below are five test items, each belonging in one of the four cognitive levels of CAPS: knowledge, routine procedure, complex procedure or problem solving. Indicate in each case to what cognitive level the question belongs:
(a) What is the temperature difference between 17°C maximum – 3°C minimum?
(b) Ben walks to school in 48 minutes. Nomsa goes by bicycle in half the time that Ben walks. Koki goes by taxi in half the time that Nomsa goes by bicycle. At what time do they all start at home if they all arrive at school at 07:15?
(c) How many centimeters are in a meter?
(d) What is the mode of the data set below:
5; 6; 1; 4; 7; 3; 8; 2; 4; 3; 8; 9; 4; 6; 1; 2; 6; 5
(e) Calculate the area of the darker shaded outer part below. The larger rectangle is 15cm long and 9cm wide; the sides of the smaller square are 5cm each.
Kilpatrick et al (2001) came up with five strands or components of mathematical proficiency. Show step by step how you as a teacher can lead learners towards procedural fluency with conceptual understanding when they convert the decimal fraction 0.25 to the common fraction . Make use of some visual aid like a number line or a place value chart to support your verbal explanations.
#339914 on Dec 2023