STUDENT NO :
MODULE CODE : MET1501
ASSIGNMENT : 03
DUE DATE : 17 JUNE 2022
Question 1
1.1.
a) Sumerian
b) 3100 BCE
c) The Sumerians, using their finger-joints to count the duodecimal (12) system, divided the
day, sunrise to sunset, into 12 parts, so the combined day and night was divided into 24
parts.
d) Intermediate phase
1.2.
a) Babylonian and Egyptian
b) 2700 BCE
c) Length was first measured with the forearm, hand, or finger and that time was measured by
the periods of the sun, moon, and other heavenly bodies.
d) Foundation phase
1.3.
a) Greek
b) 262–190 BCE
c) Early geometry was a collection of empirically discovered principles concerning lengths,
angles, areas, and volumes, which were developed to meet some practical needing
surveying, construction, astronomy, and various crafts.
d) Intermediate phase and Foundation phase
1.4.
a) Egyptians
b) 2700 BCE
c) Multiplication was achieved by a process of repeated doubling of the number to be
multiplied on one side, and of one on the other
d) foundation phase
1.5.
a) Egyptian
b) 2700 BCE
c) Written numbers were depicted with a stroke for units, a heel-bone symbol for tens, a coil of
rope for hundreds and a lotus plant for thousands, as well as other hieroglyphic symbols for
higher powers of ten up to a million.
d) foundation phase
, Question 2
2.1. Instrumental Understanding
This view is connected to content-focused teaching where the emphasis is on performance and
learning is seen as passive reception of knowledge. This view usually falls short of deep
understanding, knowledge construction and learners have no active role in mathematics lessons. As
a result, it is not experienced as interesting. The emphasis is mainly on ensuring the correctness of
facts and rules.
Example. A teacher teaching long division of 357÷19, asks the students to solve the equation or by
using a calculator but dies not teach the students to understand how to reach that conclusion
Relational understanding
Learning with understanding, that is relational understanding. Learning with understanding
contributes towards meaningful learning and enables students to cope with problem-solving
processes. Relational understanding includes:
• learn new concepts and procedure
• enhance memory
• improve attitude and belief
• improve problem-solving abilities
Example. A teacher explaining the long division of 357÷19 first to the students until they understand
the method for long future purposes before moving to the next lesson.
2.2. Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately.
• Mental gymnastics- Flexibility with numbers
• Challenge 24-Flexibility with number
• Peer Coach-explaining how to
• Math Detective-detecting error patterns
A fraction represents a part of a whole number. A fraction is a ratio between the upper number (the
numerator) and the lower number (the denominator). The numbers are stacked vertically and
separated with a bar.
Example aid
How to Convert Decimal to Fraction
You can convert a decimal to a fraction by following these three easy steps.
In this case, you will use the decimal 0.25 as an example (see the graphic below).
Step One: Rewrite the decimal number over one (as a fraction where the decimal number is
numerator and the denominator is one).
MODULE CODE : MET1501
ASSIGNMENT : 03
DUE DATE : 17 JUNE 2022
Question 1
1.1.
a) Sumerian
b) 3100 BCE
c) The Sumerians, using their finger-joints to count the duodecimal (12) system, divided the
day, sunrise to sunset, into 12 parts, so the combined day and night was divided into 24
parts.
d) Intermediate phase
1.2.
a) Babylonian and Egyptian
b) 2700 BCE
c) Length was first measured with the forearm, hand, or finger and that time was measured by
the periods of the sun, moon, and other heavenly bodies.
d) Foundation phase
1.3.
a) Greek
b) 262–190 BCE
c) Early geometry was a collection of empirically discovered principles concerning lengths,
angles, areas, and volumes, which were developed to meet some practical needing
surveying, construction, astronomy, and various crafts.
d) Intermediate phase and Foundation phase
1.4.
a) Egyptians
b) 2700 BCE
c) Multiplication was achieved by a process of repeated doubling of the number to be
multiplied on one side, and of one on the other
d) foundation phase
1.5.
a) Egyptian
b) 2700 BCE
c) Written numbers were depicted with a stroke for units, a heel-bone symbol for tens, a coil of
rope for hundreds and a lotus plant for thousands, as well as other hieroglyphic symbols for
higher powers of ten up to a million.
d) foundation phase
, Question 2
2.1. Instrumental Understanding
This view is connected to content-focused teaching where the emphasis is on performance and
learning is seen as passive reception of knowledge. This view usually falls short of deep
understanding, knowledge construction and learners have no active role in mathematics lessons. As
a result, it is not experienced as interesting. The emphasis is mainly on ensuring the correctness of
facts and rules.
Example. A teacher teaching long division of 357÷19, asks the students to solve the equation or by
using a calculator but dies not teach the students to understand how to reach that conclusion
Relational understanding
Learning with understanding, that is relational understanding. Learning with understanding
contributes towards meaningful learning and enables students to cope with problem-solving
processes. Relational understanding includes:
• learn new concepts and procedure
• enhance memory
• improve attitude and belief
• improve problem-solving abilities
Example. A teacher explaining the long division of 357÷19 first to the students until they understand
the method for long future purposes before moving to the next lesson.
2.2. Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately.
• Mental gymnastics- Flexibility with numbers
• Challenge 24-Flexibility with number
• Peer Coach-explaining how to
• Math Detective-detecting error patterns
A fraction represents a part of a whole number. A fraction is a ratio between the upper number (the
numerator) and the lower number (the denominator). The numbers are stacked vertically and
separated with a bar.
Example aid
How to Convert Decimal to Fraction
You can convert a decimal to a fraction by following these three easy steps.
In this case, you will use the decimal 0.25 as an example (see the graphic below).
Step One: Rewrite the decimal number over one (as a fraction where the decimal number is
numerator and the denominator is one).
