TMN3705 Assignment 1 (COMPLETE ANSWERS) 2026 - DUE 5 May 2026

1.1 To fully understand the TMN 3704 module, two key documents are indispensable: The South African Curriculum and Assessment Policy Statement (CAPS) and the TMN 3704 Study Guide. The study guide is structured into a series of learning units. Carefully examine these documents and answer the subsequent questions to demonstrate your understanding of their main ideas and themes. a) How many learning units are contained in the TMN 3704 Study Guide? (1) b) Into how many sections is CAPS structured? (1) 1.2 Choose the statement that does not fit. The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning and teaching in South African schools and comprises the following: a) Curriculum and Assessment Policy Statements for each approved subject b) The policy document, the National Framework for Monitoring Mathematics Implementation c) The policy document, the National Policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12 d) The policy document, the National Protocol for Assessment Grades R-12 (January 2012) (2) 1.3 Choose the correct option. What does CAPS stand for? a) Curriculum and Assessment Priority Statement b) Curriculum and Analytical Proficiency Statement c) Curriculum and Assessment Policy Statement d) Curriculum and Analytical Protocol Statement (2) 1.4 Choose the incorrect option. The teaching and learning of Mathematics aims to develop: a) a spirit of curiosity and a love for Mathematics b) acquisition of specific knowledge and skills necessary for the study of unrelated subject matter c) recognition that Mathematics is a creative part of human activity d) deep conceptual understanding in order to make sense of Mathematics (2) 1.5 Choose the incorrect option. Section 2 of CAPS provides teachers with the following: a) Definition of mathematics and specific aims b) Specific skills and focus of content areas c) Suggested pacing of topics per term d) Weighting of content areas and content specification. (2) 1.6 (i) Choose the incorrect option. Mathematics in the Intermediate Phase covers the following content areas: a) Principles of Measurement b) Data Handling c) Patterns, Functions and Algebra d) Space and Shape (Geometry) (2) (ii) Rewrite the incorrect option correctly, as captured in CAPS. (1) 1.7 The National Curriculum Statement Grades R-12 serves to equip learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country. What are your thoughts on this view? In other words, you need to state your opinion, provide reasoning and present a balanced perspective. (3) 1.8 Mathematics is defined as "a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves" (Department of Basic Education 2011, p. 8). a) Examine the definition of mathematics provided on page 8 of the CAPS document and identify and define any three key elements. (6) b) Briefly discuss the practical implications of the definition for teaching, learning and assessment. (6) 1.9 (i) The questions below are designed to help you interpret and understand the Intermediate Phase content specified in CAPS. a) How much time is allocated to common fractions in Grade 4? (Refer to the CAPS document on page 34) (2) b) Identify the topic that is allocated the fewest hours in Grade 4. Discuss two possible reasons for the limited allocation of teaching hours to this topic in the mathematics curriculum. (6) c) Identify the topic that is allocated the most hours in Grade 5. Reflect on why this mathematics topic is allocated the greatest number of teaching hours in the curriculum. (3) d) Name the topic(s) that is/are allocated exclusively to Term 4 in Grade 6. (2) e) State the topic that is taught in all four terms in Grade 4. (2) (ii) In Grade 6, learners are expected to recognize the equivalence between common fraction, decimal fraction and percentage forms of the same number. Develop a learner-centred activity aimed at supporting learners in achieving the stated goal. (8) (iii) In Grade 5, learners are expected to convert between millimetres (mm) and centimetres (cm). Develop a learner-centred activity that will support learners in achieving the stated goal, focusing only on conversions involving whole numbers. (6) 1.10 Most people acknowledge that Mathematics is an important subject at school. However, very few understand what mathematics is about and what it means to "do" mathematics. To reconstruct other people's beliefs and understanding of mathematics, how could you, as the teacher, dispel the following misconceptions: a) School Mathematics is useless. (3) b) There is no best way to do a mathematics problem. (3) c) Mathematics is based on memorisation of rules, formulae and procedures. (3) 1.11 Using two examples from Mathematics, differentiate between relational and instrumental understanding. (4) 1.12 Although relational understanding is often thought to be a better alternative to instrumental understanding, when do you regard each type of understanding as useful, particularly in Mathematics? Provide one example in each case to support your discussion. (6) TMN3704/Assessment 1/0/2006 1.13 One strategy that you could use to connect mathematical ideas is personification. It is a figure of speech in which human qualities/attributes are given to inanimate (non-human) objects or the representation of an abstract quality/idea in a human form. It is advisable to use this strategy for Grade 4 learners. a) Given the phrase "The square has a perfection-driven nature", how could you, as the teacher, illustrate the square's precision and perfection? Use two examples in your illustration. (4) b) Identify a Mathematics topic from any grade, formulate a personified statement to represent the concept, and explain how this representation can be used to illustrate its mathematical meaning and implications. (4) 1.14 The indigenous games should focus on practical application and societal relevance. a) What are your thoughts on this statement? (4) b) What challenges do you anticipate in incorporating indigenous games to enhance the teaching of Mathematics? Mention three. (3) c) How could these challenges impact learners' perspectives on the subject? (2) 1.15 Describe three formal assessment tasks recommended for Mathematics in the Intermediate Phase that are used for promotion purposes. (6) TOTAL [100]