ABET 1

1
(No Transcript)
2
ABET 1 2 Numeracy Exams

• Guidelines assessment grid (handout)
• Number
• Patterns
• Measurement
• Shape and space
• Data

3
Preparing learners for IEB ABET exams

• Facilitators - familiar with the outcomes which
  will be assessed.
• These outcomes set out in Unit Standards.
• They are also covered in the IEB User Guides.
• Exam techniques. e.g. following instructions,
  taking mark allocations into account, showing
  calculations etc.
• Structure of the exam i.e. different sections
  that assess different aspects and outcomes.
• Opportunities to complete past exam papers. These
  are available from the IEB.
• Learners are ready and prepared.

4
Common problems in learner performance

• Under-prepared learners
• Learners not yet ready
• Literacy skills
• Use of calculators
• Use of pens
• Understanding of questions
• Showing methods/workings/calculations

5
Specific problems/trends in Number

• Expanded notation especially involving
  decimals. E.g. 765,18 700 _________
• Finding fractions of numbers (including
  decimals).
• e.g. 0,5 of R20,50 ____ 0,5 of ___ R20,50
• Understanding place value of decimals.
• e.g. 1,25 0,5 ____.
• Improvement in addition of fractions.

6
Specific problems/trends in Number

• Fractions
• understanding of denominators numerators
• fractions of shapes
• fractions of amounts
• fractions of a number of parts or objects
• Patterns
• fraction patterns
• shape patterns

7
Specific problems/trends in Measurement

• Level 1 good understanding and use of correct
  units of measurement
• Level 2 problems with converting comparing
  units of measurement
• Level 1 Time still confusion with analogue and
  digital time and the use of p.m. and a.m.
• Level 2 Time difficulty calculating in hour and
  minute intervals

8
Specific problems/trends in Shape Space

• 3-D shapes different views e.g. faces on a
  triangular prism
• Following directions left right, compass
  points
• Nets do lots of practical activities
• Lines of symmetry do lots of practical
  activities
• Area Perimeter much confusion of the two
  concepts. Do not teach the formula at this level.
  Focus on concepts perimeter as distance around,
  area as number of blocks, squares or tiles taking
  up space or covering area.

9
Specific problems/trends in Data

• Level 1 still weaknesses in extracting relevant
  information from tables and filling in missing
  information.
• Level 2 improvement in extracting data skills
  but some weakness still in problem solving in
  context.