User:Tofatupu

Tevita Tupu Ofa
Employer:	Tonga Ministry of Education, Women and Culture
Occupation:	Curriculum Writer
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My profile

I am Tevita Tupu Ofa from the kingdom of Tonga I currently working for Tonga Ministry of Education Women and Culture As I am working in the curriculum unit At the present we doing the curriculum reforming I am one of the curriculum writer of Maths Form1 and form 2 Hope that this material will be trial at beginning of 2009

My interests

I interest in sport like touch rugby swimmingand fishing also reading the bible

My content contribution

Form 2 Number teacher Guide

• Numbers: Form 2 Teacher Guide

Suggested teaching and learning activities

KNOW statement and class organisation	Suggested activity
F2a 0000000000 0000000000	The following activities help the students build on their knowledge of number concept Demonstrate to the students that read and write whole numbers of any size and explain how the naming pattern works with very large numbers Given a list of large numbers 4561237943, 2387645336 , 7536584321, 5643246732 Have the students arrange all numbers in the pattern of three from the right e.g. 4 561 237 943 2 387 645 336 7 536 584 321 5 643 246 732 Ask the students to use the pattern of name for each group like 4billon , 561 million 237 thousand 943 hundred and forty three Ensure that the students use the abacus or soroban to arrange the above numbers
F2a 0000000000 0000000000	*Encourage the students to use place value charts to identify the group of numbers and to assist with the naming of large whole numbers Thousand Hundred Ten One 54 6 8 7
F2a 0000000000 0000000000	* Have the students make number expanders and use them to represent large whole numbers and the various ways of reading them 4 Thousand 7 Hundred 2 Ten 6 One
F2a 0000000000 0000000000	* Require the students to use place value charts to record decimal fractions and to identify the naming pattern for decimal fractions Tenth Hundredth Thousandth Ten-thousandth 3 8 9 4 3/10 8/100 9/1000 4/10000 Ask the students to use place value charts to record decimal fractions and identify the naming pattern for decimal fraction e.g.1) 0.3894 = 0.3 + 0.08 + 0.009 + 0.0004 = 3/10 + 8/100 + 9/1000 + 4/10000 11) 12.56 = 1256/100 (improper fraction ) 111) Encourage the student to use calculator to prove that these changes are equivalent – divide1256 by 100 the answer will be 12.56
F2a 0000000000 0000000000	* Have the students to use the naming pattern from the one place to understand and name decimal fractions with many digits e.g.1) 0.15643785 = 1/10 + 5/100 + 6/1000 + 4/10000 + 3/100000 + 7/1000000 + 8/10000000 + 5/100000000 1/10=tenths,5/100=fivehundredths,6/1000=sixthousandths,4/10000=fourtenthousandths 7/1000000= sevenmillionths Encourage the students to use calculator to check- divide15643785 by 100000000
F2a 0000000000 0000000000	* Ask the students to use symbols <and> when comparing large whole numbers or numbers with decimal fraction Have the students explain that both symbols always point to the smaller number when used correctly e.g . 1) 25 < 30 or 30 > 25 11) -1 > -3 or -3 < -1 (students should use the number line ) Have the students use the place value chart or number line to record the decimal fractions being compared Ensure that the students explain how the place value of the left hand digit of each number helps to determine the value Eg 1) 0.245 = 0 . 2 + 0.04 + 0.005 0.2 > 0.04 >0.005 If they are in different places the number with the digit in the furthest place to the left in the bigger If they are in the same place the number with the biggest digit is larger
F2b 0000000000 0000000000	* Encourage the students to identify and match equivalent representations of the same number e.g.1) 5.125 = 5 = 11) 1.75million = 1 3/4million = 1 750 000
F2b 0000000000 0000000000	* Ask the students to explain that the use of prime factors presents a unique way to represent any whole number e.g.Use a factor tree to factorise numbers and lead to its prime factors 96 FACTOR TREE 8 12 2 4 2 6 2 2 2 3 2 X 2 X 2 X 2 X 2 X 3 = 96 2 96 2 48 2 24 2 12 2 6 3 2×2 ×2×2×2×3 These are prime factors of 96
F2b 0000000000 0000000000	* Have the students interpret and use index notation (squares and cubes only) as ways of representing whole numbers including e.g. 1) 62 = 6×6 = 36 11) 43 = 4 × 4 × 4 = 64 111) 81 = 92 1V) 1, 8, 27, 64, 125 =13 ,23 ,33 , 43,53

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