OPM1501
Assignment 2 2025
(Answer Guide) -
Due 6 June 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
OPM1501 Assignment 2 2025 (Answer Guide) - Due 6 June 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1 .............................................................................................................................................. 2
Question 1.1: Essay on Moving Away from Traditional Teaching Methods in
Measurement (Intermediate Phase) ................................................................................................ 2
Introduction.......................................................................................................................................... 2
Understanding Constructivism vs Behaviourism in Mathematics Education ............................ 2
Application of Constructivist Theory in Measurement Teaching ................................................. 3
Examples from Personal Learning and Curriculum Interpretation .............................................. 4
Constructivist Strategies for Teaching Measurement ................................................................... 5
Conclusion ........................................................................................................................................... 5
References (Harvard Style): ............................................................................................................. 6
Question 1.2: THREE Reasons to Change the Way We Teach Mathematics ....................... 6
Question 1.3: Discussion – "Teaching Mathematics through Rote Learning is Easier for
Teachers." .............................................................................................................................................. 6
QUESTION 2 .............................................................................................................................................. 7
Question 2.1: Use the Place Value Chart to Represent the Following Numbers ................ 7
Question 2.2: Divisibility Tests (No actual division; no calculator) ....................................... 7
Question 2.3: Divisibility Tests by 9 and 11 for 68 990 .............................................................. 8
Question 2.4: Use Dienes Blocks to Illustrate and Solve the Following ............................... 8
QUESTION 3 ............................................................................................................................................ 10
Question 3.1: Compare the fractions 3/7 and 4/9 using the area model ............................. 10
Question 3.2: Use the area model to demonstrate ½ × 3/5 ..................................................... 10
Question 3.3: Teach Learners to Use Compensation for 558 + 79 ....................................... 11
Question 3.4: Teach Learners to Use Compensation for 365 − 28 ....................................... 12
QUESTION 4 ............................................................................................................................................ 12
, 2|Page
Question 4.1: Calendar Pattern Check ......................................................................................... 12
Question 4.2: Answer Question 8 in Activity 3.11 (Page 66 of Study Guide) ..................... 13
Question 5: Lesson Phases – Before, During, and After............................................................. 14
QUESTION 6 ............................................................................................................................................ 15
Question 6.1: What is a factor? ...................................................................................................... 15
Question 6.2: What is a prime factor? .......................................................................................... 15
Question 6.3: What is the smallest prime factor? ..................................................................... 15
Question 6.4: Draw a factor tree for 94 and list the prime factors ........................................ 16
Question 7: George Polya’s Four Steps of Problem-Solving ..................................................... 16
QUESTION 1
Question 1.1: Essay on Moving Away from Traditional Teaching Methods in
Measurement (Intermediate Phase)
Introduction
Mathematics teaching in the 21st century is undergoing a vital transformation,
particularly in the Intermediate Phase. The call to shift away from traditional methods
towards learner-centered approaches is more urgent than ever. Traditional teaching is
often characterized by rote learning, rigid procedures, and a teacher-centered approach
that emphasizes memorization over understanding. In contrast, constructivist methods
encourage active participation, exploration, collaboration, and real-world application.
This essay critically explores the significance of adopting engaging and meaningful
pedagogies when teaching measurement, using constructivist theory as a framework.
Examples from personal learning experiences, curriculum interpretations, and
observations will support the argument.
Understanding Constructivism vs Behaviourism in Mathematics Education
Behaviourism, rooted in the works of Skinner and Pavlov, views learning as a
response to external stimuli. It emphasizes repetition, drills, rewards, and punishments.
Assignment 2 2025
(Answer Guide) -
Due 6 June 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
,1|Page
OPM1501 Assignment 2 2025 (Answer Guide) - Due 6 June 2025
QUESTIONS WITH 100% VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN
REQUIRED FORMAT AND WITHIN GIVEN GUIDELINES. IT IS GOOD TO USE AS A
GUIDE AND FOR REFERENCE, NEVER PLAGARIZE. Thank you and success in
your academics.
UNISA, 2025.
Contents
QUESTION 1 .............................................................................................................................................. 2
Question 1.1: Essay on Moving Away from Traditional Teaching Methods in
Measurement (Intermediate Phase) ................................................................................................ 2
Introduction.......................................................................................................................................... 2
Understanding Constructivism vs Behaviourism in Mathematics Education ............................ 2
Application of Constructivist Theory in Measurement Teaching ................................................. 3
Examples from Personal Learning and Curriculum Interpretation .............................................. 4
Constructivist Strategies for Teaching Measurement ................................................................... 5
Conclusion ........................................................................................................................................... 5
References (Harvard Style): ............................................................................................................. 6
Question 1.2: THREE Reasons to Change the Way We Teach Mathematics ....................... 6
Question 1.3: Discussion – "Teaching Mathematics through Rote Learning is Easier for
Teachers." .............................................................................................................................................. 6
QUESTION 2 .............................................................................................................................................. 7
Question 2.1: Use the Place Value Chart to Represent the Following Numbers ................ 7
Question 2.2: Divisibility Tests (No actual division; no calculator) ....................................... 7
Question 2.3: Divisibility Tests by 9 and 11 for 68 990 .............................................................. 8
Question 2.4: Use Dienes Blocks to Illustrate and Solve the Following ............................... 8
QUESTION 3 ............................................................................................................................................ 10
Question 3.1: Compare the fractions 3/7 and 4/9 using the area model ............................. 10
Question 3.2: Use the area model to demonstrate ½ × 3/5 ..................................................... 10
Question 3.3: Teach Learners to Use Compensation for 558 + 79 ....................................... 11
Question 3.4: Teach Learners to Use Compensation for 365 − 28 ....................................... 12
QUESTION 4 ............................................................................................................................................ 12
, 2|Page
Question 4.1: Calendar Pattern Check ......................................................................................... 12
Question 4.2: Answer Question 8 in Activity 3.11 (Page 66 of Study Guide) ..................... 13
Question 5: Lesson Phases – Before, During, and After............................................................. 14
QUESTION 6 ............................................................................................................................................ 15
Question 6.1: What is a factor? ...................................................................................................... 15
Question 6.2: What is a prime factor? .......................................................................................... 15
Question 6.3: What is the smallest prime factor? ..................................................................... 15
Question 6.4: Draw a factor tree for 94 and list the prime factors ........................................ 16
Question 7: George Polya’s Four Steps of Problem-Solving ..................................................... 16
QUESTION 1
Question 1.1: Essay on Moving Away from Traditional Teaching Methods in
Measurement (Intermediate Phase)
Introduction
Mathematics teaching in the 21st century is undergoing a vital transformation,
particularly in the Intermediate Phase. The call to shift away from traditional methods
towards learner-centered approaches is more urgent than ever. Traditional teaching is
often characterized by rote learning, rigid procedures, and a teacher-centered approach
that emphasizes memorization over understanding. In contrast, constructivist methods
encourage active participation, exploration, collaboration, and real-world application.
This essay critically explores the significance of adopting engaging and meaningful
pedagogies when teaching measurement, using constructivist theory as a framework.
Examples from personal learning experiences, curriculum interpretations, and
observations will support the argument.
Understanding Constructivism vs Behaviourism in Mathematics Education
Behaviourism, rooted in the works of Skinner and Pavlov, views learning as a
response to external stimuli. It emphasizes repetition, drills, rewards, and punishments.
