MTE1501 Assignment
4 (COMPLETE
ANSWERS) 2025 - DUE
31 August 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
MTE1501 Assignment 4 (COMPLETE
ANSWERS) 2025 - DUE 31 August 2025
Course
Mathematics 1 for Teachers (MTE1501)
Institution
University Of South Africa (Unisa)
Book
Mathematics Teacher Education
MTE1501 Assignment 4 (COMPLETE ANSWERS) 2025 - DUE 31 August 2025;
100% TRUSTED Complete, trusted solutions and explanations. Ensure your
success with us.. Submission Due Date: 31 August 2025 Total Marks: 120
INSTRUCTIONS 1. This is a take-home assignment to be completed
individually. 2. Answer all FIVE questions. 3. Write neatly and legibly. Ensure
that each question begins on a new page. 4. Use full sentences and
paragraph format where explanations are required. 5. Show all necessary
working steps for calculation questions. Define the following: polygon,
polyhedron, spatial object, and 2-D shape. Give one example of each that
learners encounter in everyday life. Complete the table below by comparing
cubes, rectangular prisms, and rectangular pyramids in terms of faces,
edges, and vertices. Draw clear diagrams of a cube, a rectangular prism, and
a rectangular pyramid, ensuring each shape is labelled and distinguishable.
Explain Van Hiele’s Levels of Geometric Thought. ( Provide one question or
task aligned to each of the first three levels in A learner calculated the area
of an L-shape below using: 4 × 3 × 3 × 5 × 3 = 540 cm². Identify all the
errors and explain how you would correct this misconception using
constructivist methods. The file should include a completed and signed
Honesty Declaration. Design a mathematics activity suitable for Grade 6 that
integrates the concept of number operations with geometry (e.g., perimeter
or area). Your task should: Identify the curriculum topic and expected
learning outcomes Include a detailed description of the activity, including
instructions, materials, and steps Explain how the activity supports both
conceptual and procedural understanding ( Include at least ONE informal
assessment question with expected answer Define mathematics using the
three views presented in your study guide (instrumentalist/toolbox, Platonist,
and system view). Provide one real-life or classroom example to illustrate
each view. Describe one mathematical contribution from each of the
following ancient civilisations: Babylonian, Egyptian, and African. Explain the
real-world problem each sought to solve. Explain how you would introduce
, the concept of mathematics as a cultural human activity to Grade 4 learners.
Include one historical example. Work out the value of the Babylonian number
2,30,30 in our decimal system. Show your steps.The Lebombo bone found in
Swaziland had 29 notches. What might this imply about early number
systems? Discuss with reference to patterns or counting systems. Compare
procedural knowledge and conceptual understanding. Explain which one is
more desirable in school mathematics and why. Provide an example from
your own learning or teaching experience. Describe the five components of
mathematical proficiency as explained in the study guide. For each, provide
one way you would develop it in a classroom. Distinguish between
instrumental and relational understanding. Use the example of a learner
solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to
connect mathematics to real-life contexts. Provide two examples of
meaningful contexts for teaching number operations in Grade 5. Reflect
briefly How has your view of mathematics changed since starting this
module? Mention at least two ideas that shaped your thinking. Identify the
curriculum topic and expected learning outcomes Include a detailed
description of the activity, including instructions, materials, and steps
Explain how the activity supports both conceptual and procedural
understanding ( Include at least ONE informal assessment question with
expected answer Define mathematics using the three views presented in
your study guide (instrumentalist/toolbox, Platonist, and system view).
Provide one real-life or classroom example to illustrate each view. Describe
one mathematical contribution from each of the following ancient
civilisations: Babylonian, Egyptian, and African. Explain the real-world
problem each sought to solve. Explain how you would introduce the concept
of mathematics as a cultural human activity to Grade 4 learners. Include one
historical example. Work out the value of the Babylonian number 2,30,30 in
our decimal system. Show your steps.The Lebombo bone found in Swaziland
had 29 notches. What might this imply about early number systems? Discuss
with reference to patterns or counting systems. Compare procedural
knowledge and conceptual understanding. Explain which one is more
desirable in school mathematics and why. Provide an example from your own
learning or teaching experience. Describe the five components of
mathematical proficiency as explained in the study guide. For each, provide
one way you would develop it in a classroom. Distinguish between
instrumental and relational understanding. Use the example of a learner
solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to
connect mathematics to real-life contexts. Provide two examples of
meaningful contexts for teaching number operations in Grade 5. Reflect
briefly How has your view of mathematics changed since starting this
module? Mention at least two ideas that shaped your thinking. Define the
number concept and number sense. Provide one activity for each that can be
used in the Intermediate Phase.Draw a number line that includes the
following: −4,−0.6,√2,2.5,3,4,
4 (COMPLETE
ANSWERS) 2025 - DUE
31 August 2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
MTE1501 Assignment 4 (COMPLETE
ANSWERS) 2025 - DUE 31 August 2025
Course
Mathematics 1 for Teachers (MTE1501)
Institution
University Of South Africa (Unisa)
Book
Mathematics Teacher Education
MTE1501 Assignment 4 (COMPLETE ANSWERS) 2025 - DUE 31 August 2025;
100% TRUSTED Complete, trusted solutions and explanations. Ensure your
success with us.. Submission Due Date: 31 August 2025 Total Marks: 120
INSTRUCTIONS 1. This is a take-home assignment to be completed
individually. 2. Answer all FIVE questions. 3. Write neatly and legibly. Ensure
that each question begins on a new page. 4. Use full sentences and
paragraph format where explanations are required. 5. Show all necessary
working steps for calculation questions. Define the following: polygon,
polyhedron, spatial object, and 2-D shape. Give one example of each that
learners encounter in everyday life. Complete the table below by comparing
cubes, rectangular prisms, and rectangular pyramids in terms of faces,
edges, and vertices. Draw clear diagrams of a cube, a rectangular prism, and
a rectangular pyramid, ensuring each shape is labelled and distinguishable.
Explain Van Hiele’s Levels of Geometric Thought. ( Provide one question or
task aligned to each of the first three levels in A learner calculated the area
of an L-shape below using: 4 × 3 × 3 × 5 × 3 = 540 cm². Identify all the
errors and explain how you would correct this misconception using
constructivist methods. The file should include a completed and signed
Honesty Declaration. Design a mathematics activity suitable for Grade 6 that
integrates the concept of number operations with geometry (e.g., perimeter
or area). Your task should: Identify the curriculum topic and expected
learning outcomes Include a detailed description of the activity, including
instructions, materials, and steps Explain how the activity supports both
conceptual and procedural understanding ( Include at least ONE informal
assessment question with expected answer Define mathematics using the
three views presented in your study guide (instrumentalist/toolbox, Platonist,
and system view). Provide one real-life or classroom example to illustrate
each view. Describe one mathematical contribution from each of the
following ancient civilisations: Babylonian, Egyptian, and African. Explain the
real-world problem each sought to solve. Explain how you would introduce
, the concept of mathematics as a cultural human activity to Grade 4 learners.
Include one historical example. Work out the value of the Babylonian number
2,30,30 in our decimal system. Show your steps.The Lebombo bone found in
Swaziland had 29 notches. What might this imply about early number
systems? Discuss with reference to patterns or counting systems. Compare
procedural knowledge and conceptual understanding. Explain which one is
more desirable in school mathematics and why. Provide an example from
your own learning or teaching experience. Describe the five components of
mathematical proficiency as explained in the study guide. For each, provide
one way you would develop it in a classroom. Distinguish between
instrumental and relational understanding. Use the example of a learner
solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to
connect mathematics to real-life contexts. Provide two examples of
meaningful contexts for teaching number operations in Grade 5. Reflect
briefly How has your view of mathematics changed since starting this
module? Mention at least two ideas that shaped your thinking. Identify the
curriculum topic and expected learning outcomes Include a detailed
description of the activity, including instructions, materials, and steps
Explain how the activity supports both conceptual and procedural
understanding ( Include at least ONE informal assessment question with
expected answer Define mathematics using the three views presented in
your study guide (instrumentalist/toolbox, Platonist, and system view).
Provide one real-life or classroom example to illustrate each view. Describe
one mathematical contribution from each of the following ancient
civilisations: Babylonian, Egyptian, and African. Explain the real-world
problem each sought to solve. Explain how you would introduce the concept
of mathematics as a cultural human activity to Grade 4 learners. Include one
historical example. Work out the value of the Babylonian number 2,30,30 in
our decimal system. Show your steps.The Lebombo bone found in Swaziland
had 29 notches. What might this imply about early number systems? Discuss
with reference to patterns or counting systems. Compare procedural
knowledge and conceptual understanding. Explain which one is more
desirable in school mathematics and why. Provide an example from your own
learning or teaching experience. Describe the five components of
mathematical proficiency as explained in the study guide. For each, provide
one way you would develop it in a classroom. Distinguish between
instrumental and relational understanding. Use the example of a learner
solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to
connect mathematics to real-life contexts. Provide two examples of
meaningful contexts for teaching number operations in Grade 5. Reflect
briefly How has your view of mathematics changed since starting this
module? Mention at least two ideas that shaped your thinking. Define the
number concept and number sense. Provide one activity for each that can be
used in the Intermediate Phase.Draw a number line that includes the
following: −4,−0.6,√2,2.5,3,4,
