TMN3704
68756682
Assignment 2
, Question 2
2.1 Learner's mathematical reasoning includes how the learner makes sense of
mathematical based strategies used by learners, Problematic situations,
mathematical expressions, learners' Learner-created discussions and concepts
Understand what the learner shows. All of this is observable in relation to the
learner's creation and behavior. Comments focused on what the learner knows and
can do by doing and recognizing what is useful and productive. This is also
Depending on your ability to listen, observe, trigger and perform. How your
knowledge Plan, design, teach and reflect math instructions.Your attempt to
understand and explain how learners are doing. Learner's thinking and math
teacher's knowledge Reasoning about mathematics is an important element of PCK.
Knowledge of content and learners influences teaching by providing important
information for a lens for seeing and interpreting how learners react to lessons and
General activities, especially math problems. Therefore, it promotes education and
interventions. Respond to the needs of learners and lead to improvement of learners
Performance compared to qualitative mathematical standards. With sufficient
knowledge about content, Learners can plan and adapt lessons to meet their
requirements. You then can decide the level to use the statement Your knowledge of
content and learners. You also have to know your content, and more importantly,
you need to know how Especially the mathematical content is best conveyed. When
it comes to classroom management, you need to develop a system It fits your group
of learners. More competitive learners can do this Responds well to conditioning
systems that reward positive behaviour point. However, less competitive learners
can benefit from such an approach. Reward group activities and teamwork.
2.2 Answer:
96 × (100 - 15 )
96 × 100 + 96 × 15
9600 + 1440
11,040 answer
2.3.1 She did not put in a place holder ( 0 ) in her sum that she did. When you use the
second number to multiply you have to put one place holder in to show you are
using tens and not ones any more.
2.3.2 She has not been taught about the place holder and she has to practice it. This is not
something you can just tell your students, you will have to explain it on the white
board to them and show them
2.3.3 Learn her the phrase “ Many Zoos, Many Animals
M– Multiply (the ones)
Z- Zero (allows to move to the tens place)
68756682
Assignment 2
, Question 2
2.1 Learner's mathematical reasoning includes how the learner makes sense of
mathematical based strategies used by learners, Problematic situations,
mathematical expressions, learners' Learner-created discussions and concepts
Understand what the learner shows. All of this is observable in relation to the
learner's creation and behavior. Comments focused on what the learner knows and
can do by doing and recognizing what is useful and productive. This is also
Depending on your ability to listen, observe, trigger and perform. How your
knowledge Plan, design, teach and reflect math instructions.Your attempt to
understand and explain how learners are doing. Learner's thinking and math
teacher's knowledge Reasoning about mathematics is an important element of PCK.
Knowledge of content and learners influences teaching by providing important
information for a lens for seeing and interpreting how learners react to lessons and
General activities, especially math problems. Therefore, it promotes education and
interventions. Respond to the needs of learners and lead to improvement of learners
Performance compared to qualitative mathematical standards. With sufficient
knowledge about content, Learners can plan and adapt lessons to meet their
requirements. You then can decide the level to use the statement Your knowledge of
content and learners. You also have to know your content, and more importantly,
you need to know how Especially the mathematical content is best conveyed. When
it comes to classroom management, you need to develop a system It fits your group
of learners. More competitive learners can do this Responds well to conditioning
systems that reward positive behaviour point. However, less competitive learners
can benefit from such an approach. Reward group activities and teamwork.
2.2 Answer:
96 × (100 - 15 )
96 × 100 + 96 × 15
9600 + 1440
11,040 answer
2.3.1 She did not put in a place holder ( 0 ) in her sum that she did. When you use the
second number to multiply you have to put one place holder in to show you are
using tens and not ones any more.
2.3.2 She has not been taught about the place holder and she has to practice it. This is not
something you can just tell your students, you will have to explain it on the white
board to them and show them
2.3.3 Learn her the phrase “ Many Zoos, Many Animals
M– Multiply (the ones)
Z- Zero (allows to move to the tens place)
