# User:Tofatupu

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Tevita Tupu Ofa
Employer:Tonga Ministry of Education, Women and Culture
Occupation:Curriculum Writer
 This user was certified a Wiki Apprentice Level 2 by Mackiwg .

# 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

Suggested teaching and learning activities

KNOW statement
and class
organisation
Suggested activity
F2a

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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

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*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

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* 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

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* 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

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* 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

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* 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

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* 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

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* 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

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* 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