OPM1501 Assignment 2 (COMPLETE ANSWERS) 1 2024 (839194) - DUE 21 June 2024

OPM1501 Assignment 2 (COMPLETE ANSWERS) 1 2024 (839194) - DUE 21 June 2024 ;100% TRUSTED workings, explanations and solutions. for assistance Whats-App.......0.6.7..1.7.1..1.7.3.9 .......... 1. In OPM1501, we advocate for the need for mathematics teachers to shift from traditional teaching approaches and embrace an approach that promotes learner engagement and meaning making. 1.1. Use your own words to explain what the above statement means for you. (5) 1.2. Give THREE reasons why there should be a shift in the thinking about mathematics teaching. (3) 1.3. Comment on the following statement: ‘it is easier for a mathematics teacher to teach through rote learning’. (2) 1.4. Write a 1000-word essay in which you critically demonstrate your understanding of the above statement with a lens on the teaching and learning of measurement in any grade in the Intermediate Phase. You should include examples, either from your learning experience at school, general reading, your understanding of the curriculum or observation as a learner to illustrate the points that you make. Please use rubric 1 provided at the end of this Tutorial Letter, to guide the structuring of your essay. It is important that you use this rubric to do self-evaluation before you submit to ensure that you have completed all the required elements for the essay adequately. (30) [40] 2. Describe what is meant by compensation to add or subtract. (4) 2.1. Provide TWO examples for compensation to add and demonstrate how you would teach the method to your Grade 4 learners . (8) 2.2. Provide TWO examples for compensation to subtract and demonstrate how you would teach the method to your Grade 4 learners. (8) 3. Illustrate the following numbers using base 10 blocks: (a) 845 (2) (b) 976 (2) (c) 2051 (2) ASSESSMENT 02 UNIQUE NUMBER –839194 Closing date: Friday, 21 June 2024, 11:00 PM OPM1501/102/0/2024 (d) 2376 (2) (e) 101 (2) 4. Test the following numbers for divisibility by 5, 6 and 11(Do not divide or factorise). a) (3) b) (3) 5. To this end, Van de Walle et al (2016) see a lesson as consisting of three main parts: before, during and after. For each of the following statements, state the part of the lesson they represent: a) Provide hints and suggestions when the group is searching for a place to begin or when they stumble. (2) b) Time for the class to share ideas. (2) c) Give learners space to explain their solutions and processes. (2) 6. When you set tasks for your learners, you could tell them: “Use the ideas you own to solve this problem”. 7. Use Dienes blocks to illustrate the following operations: a) 34 + 47 (2) b) 296 + 205 (2) c) 64 – 27 (2) d) 516 – 209 (2) 8. Use the place value chat to represent the following numbers: a) 4875 (2) b) 39870 (2) c) 27 (2) 9. Compare the following fractions 35 and 37 by using the area model. Make accurate drawings.