User:Tofatupu
Employer:  Tonga Ministry of Education, Women and Culture  
Occupation:  Curriculum Writer  

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  

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The following activities help the students build on their knowledge of number concept
how the naming pattern works with very large numbers
e.g. 4 561 237 943 2 387 645 336 7 536 584 321 5 643 246 732
thousand 943 hundred and forty three
 
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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
 
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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
 
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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
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  
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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
 
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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 )
fractions being compared
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  
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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  
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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  
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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) 6^{2} = 6×6 = 36 11) 4^{3} = 4 × 4 × 4 = 64 111) 81 = 9^{2} 1V) 1, 8, 27, 64, 125 =1^{3} ,2^{3} ,3^{3} , 4^{3},5^{3}
