BPT1501 Assignment 4
(COMPLETE ANSWERS)
Semester 2 2024
CONTACT:
, BPT1501 Assignment 4 (COMPLETE ANSWERS)
Semester 2 2024
Ms. Johnson is a Grade 7 teacher at Sunshine Primary
School, located in a diverse community. Her classroom
includes students from various backgrounds, with
different learning abilities and preferences. Among them
is Thabo, a quiet and introverted student who often sits at
the back of the class. Ms. Johnson is known for her
energetic teaching style, often favouring group activities
and lively discussions to keep her students engaged. On a
Monday morning, Ms. Johnson introduced a new math
topic: fractions. To explain the concept, she decided to
use a game that required students to come to the board
and solve problems in front of the class. The activity was
fast-paced, with students competing to solve problems
the quickest. As the game progressed, the classroom was
filled with excitement. Most students eagerly raised their
hands to participate, especially those who were more
confident and vocal. Ms. Johnson, caught up in the
enthusiasm, focused on these students, calling on them
repeatedly. Thabo, on the other hand, remained quiet, not
raising his hand even once. He stared at his notebook,
trying to work through the problems on his own, but the
noise in the classroom made it difficult for him to
concentrate. By the end of the lesson, Ms. Johnson
noticed that Thabo had not participated at all. When she
approached him during individual work time, she realized
he hadn’t grasped the concept of fractions. He had been
too intimidated to participate in the group activity and
too shy to ask for help when he didn’t understand. Ms.
Johnson also observed that some other students, who
weren’t as quick to answer or who preferred to think
(COMPLETE ANSWERS)
Semester 2 2024
CONTACT:
, BPT1501 Assignment 4 (COMPLETE ANSWERS)
Semester 2 2024
Ms. Johnson is a Grade 7 teacher at Sunshine Primary
School, located in a diverse community. Her classroom
includes students from various backgrounds, with
different learning abilities and preferences. Among them
is Thabo, a quiet and introverted student who often sits at
the back of the class. Ms. Johnson is known for her
energetic teaching style, often favouring group activities
and lively discussions to keep her students engaged. On a
Monday morning, Ms. Johnson introduced a new math
topic: fractions. To explain the concept, she decided to
use a game that required students to come to the board
and solve problems in front of the class. The activity was
fast-paced, with students competing to solve problems
the quickest. As the game progressed, the classroom was
filled with excitement. Most students eagerly raised their
hands to participate, especially those who were more
confident and vocal. Ms. Johnson, caught up in the
enthusiasm, focused on these students, calling on them
repeatedly. Thabo, on the other hand, remained quiet, not
raising his hand even once. He stared at his notebook,
trying to work through the problems on his own, but the
noise in the classroom made it difficult for him to
concentrate. By the end of the lesson, Ms. Johnson
noticed that Thabo had not participated at all. When she
approached him during individual work time, she realized
he hadn’t grasped the concept of fractions. He had been
too intimidated to participate in the group activity and
too shy to ask for help when he didn’t understand. Ms.
Johnson also observed that some other students, who
weren’t as quick to answer or who preferred to think
