ASSIGNMENT 02
Name : Nozipho Helgah
Surname : Mkhize
Module code : TMN3704
Due date : 23 May 2022
Student number : 51973561
Unique code : 158467
, 2.1 Briefly discuss what learners' mathematical thinking involves. How can
you, as the teacher, support learners to express and clarify their own thinking?
Learners’ mathematical thinking involves how the learner makes sense
of mathematics by means of the strategies that the learner applies in
problem situations, the mathematical representations that the learner
creates, the arguments that the learners make and the conceptual
understandings that the learner demonstrates (Empson & Jacobs 2008).
How to support learners to express and clarify their own thinking
When it comes to classroom management, I can develop systems that
match my population of learners. Adequate knowledge of the content,
coupled with the knowledge of the learners, can enable me as a teacher
to plan and modify my teaching to meet the learners according to their
current levels of knowledge.
2.2 Learners may begin to lose track of some numbers when they use the
break-up strategy to do calculations. Using brackets is helpful to show the
grouping of numbers and so help learners to keep track of what they are
doing. Use the distributive property to multiply (96 × 85) and check the
reasonableness of the answer. (The example on page 76 of the CAPS
document provides guidance on how to simplify this problem.)
Distributive property
96 × 85= 96 × (80 + 5) (breaking up one number)
= 96 × 80 + (96 × 5) (using the distributive property)
= 7 680 + 480
= 8 160
Checking the reasonableness by rounding off
96 × 85= 96 × 90= 8 640 (by approximating the multiplicand)
96 × 85= 100 × 85= 8 500 (By approximating the multiplier)
Name : Nozipho Helgah
Surname : Mkhize
Module code : TMN3704
Due date : 23 May 2022
Student number : 51973561
Unique code : 158467
, 2.1 Briefly discuss what learners' mathematical thinking involves. How can
you, as the teacher, support learners to express and clarify their own thinking?
Learners’ mathematical thinking involves how the learner makes sense
of mathematics by means of the strategies that the learner applies in
problem situations, the mathematical representations that the learner
creates, the arguments that the learners make and the conceptual
understandings that the learner demonstrates (Empson & Jacobs 2008).
How to support learners to express and clarify their own thinking
When it comes to classroom management, I can develop systems that
match my population of learners. Adequate knowledge of the content,
coupled with the knowledge of the learners, can enable me as a teacher
to plan and modify my teaching to meet the learners according to their
current levels of knowledge.
2.2 Learners may begin to lose track of some numbers when they use the
break-up strategy to do calculations. Using brackets is helpful to show the
grouping of numbers and so help learners to keep track of what they are
doing. Use the distributive property to multiply (96 × 85) and check the
reasonableness of the answer. (The example on page 76 of the CAPS
document provides guidance on how to simplify this problem.)
Distributive property
96 × 85= 96 × (80 + 5) (breaking up one number)
= 96 × 80 + (96 × 5) (using the distributive property)
= 7 680 + 480
= 8 160
Checking the reasonableness by rounding off
96 × 85= 96 × 90= 8 640 (by approximating the multiplicand)
96 × 85= 100 × 85= 8 500 (By approximating the multiplier)
