Search & Filtering
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.
In modern mathematics teaching we want relational understanding, in addition to instrumental understanding. Describe how a teacher would teach for both instrumental and relational understanding of long division 357÷19.
Teaching long division of 357÷19 for instrumental understanding
Teaching long division of 357÷19 for relational understanding
Discuss what happens when an individual with 17 chromosomes mates with an individual of the same species with 16 chromosomes.
Base 10 place value system
(a) Where is early evidence of the base 10 place value system? (1)
(b) Approximately to what year does this evidence date back? (1)
(c) Give some detail of the base 10 place value system. (2)
(d) When in CAPS do learners start learning the base 10 place value system? (1)
Multiplication and division
(a) Where do we find early evidence of multiplication and division? (1)
(b) Approximately to what year does this evidence date back? (1)
(c) Give detail of how people multiplied and divided in your example. (2)
(d) Where in CAPS do learners start multiplying and dividing? (1)
Geometry
(a) Where in the world do we find some early evidence of geometry? (1)
(b) Approximately to what year does this evidence date back? (1)
(c) Give detail of how geometry was practiced in your example. (2)
(d) Where in the CAPS is this type of geometry covered as a topic? (1)
A group of the following students got the following score in a test:6,9,12,15,and 18.compute the mean of the sample mean
You discovered that a species of bacteria can break down StyrofoamTM (polystyrene) products due to an
enzyme it produces, polystyrenase. You wish to study the gene that codes for this enzyme.
Polymerase Chain Reaction
After purifying the gDNA extract, you want to isolate and amplify the polystyrenase gene. You perform PCR
using the appropriate gene-targeted primers. What is the purpose of the following PCR components? Answer
briefly but completely.
a. DNA polymerase isolated from Thermus aquaticus
Answer: __________________________________
b. Deoxynucleotide triphosphates (dNTPs)
Answer: __________________________________
c.Forward and reverse primers
Answer:
(a) state the null and alternative hypotheses, (b) compute the test
statistic, (c) determine the critical value and sketch the rejection region and non-rejection
region in the normal curve.
1. The cahier of a fast-food restaurant claims that the average amount spent by customers for dinner is
Php 120.00. A sample of 50 customers over a month was randomly selected and it was found out
that the average amount spent for dinner was Php 122.50. Construct the critical regions using a 0.05
level of significance to conclude that the average amount spent by customers is more than Php
120.00. Assume that the population standard deviation is Php6.50.
