TMN3704
ASSIGNMENT 2 2025
UNIQUE NO. 152676
DUE DATE: 4 JULY 2025
,Teaching Mathematics
1.1 I think this view is very important and fair. Every learner, no matter where they come
from or what they are able to do, deserves to get good education. The National
Curriculum Statement helps give all learners the same chance to learn and succeed. It
allows them to develop skills and knowledge that will help them in life and in making a
difference in their community. This approach respects human rights and promotes
equality in schools.
1.2 Let’s say the topic is "Shapes" for Grade 4 learners. To use personification:
I can say, "Mr Square is proud of his four equal sides and sharp corners. He
always stands straight and strong."
"Miss Circle loves dancing because she has no corners to stop her. She rolls
smoothly everywhere she goes."
"Triangle is always sharp and clever with his three strong sides, making sure he
balances everything." These examples make learning fun and help children
remember the properties of shapes.
1.3a Relational understanding is when learners understand why something works in
mathematics. For example, they understand why 3 x 4 is the same as 4 x 3 because of
the idea of groups and repeated addition. Instrumental understanding is when learners
know how to get the answer but not necessarily why. Like knowing the formula to find
the area of a rectangle (length x width) but not understanding what area really means.
1.3b Relational understanding is useful when learners need to apply maths in real life or
solve new problems. For example, when figuring out how much paint is needed for a
wall, they need to understand how area works. Instrumental understanding is useful
when learners need to work quickly or follow steps, like in a test. For example, quickly
using a times table to solve 8 x 7.
, 1.4a Integrating societal context makes maths feel real and useful to learners. It shows
them how maths is part of everyday life, like budgeting, farming, or building. This helps
learners respect and value the subject.
1.4b I agree with the statement. Indigenous games are part of learners' culture and
make learning meaningful. Using these games helps learners connect maths to real life
and makes lessons enjoyable.
1.4c Three challenges could be:
Lack of knowledge by teachers about the games.
Not enough time to plan and include these games.
Some games may need space or materials that the school doesn’t have.
1.4d If these challenges are not managed, learners may see maths as boring or too
difficult. They might also think it has nothing to do with their lives or cultures, which can
affect their interest and performance.
1.5 Topic: Measurement – Capacity Activity:
1. Give learners containers of different sizes (e.g. cups, bottles, jugs).
2. Ask them to estimate how many small cups of water are needed to fill the larger
containers.
3. Learners then test their guesses by pouring and measuring.
4. They record their results and compare with their estimations. This activity uses
routine procedures (measuring) and problem-solving (estimating and testing).
1.6 Activity: Measuring Rainfall (Natural Disaster: Floods)
1. Introduce the theme: floods caused by heavy rainfall.
2. Learners collect rain in bottles for a week and measure how much falls each day.
3. They draw graphs to show their results and discuss which day had the most rain.
This helps learners understand measurement, data handling, and connects
maths to real-world issues.
ASSIGNMENT 2 2025
UNIQUE NO. 152676
DUE DATE: 4 JULY 2025
,Teaching Mathematics
1.1 I think this view is very important and fair. Every learner, no matter where they come
from or what they are able to do, deserves to get good education. The National
Curriculum Statement helps give all learners the same chance to learn and succeed. It
allows them to develop skills and knowledge that will help them in life and in making a
difference in their community. This approach respects human rights and promotes
equality in schools.
1.2 Let’s say the topic is "Shapes" for Grade 4 learners. To use personification:
I can say, "Mr Square is proud of his four equal sides and sharp corners. He
always stands straight and strong."
"Miss Circle loves dancing because she has no corners to stop her. She rolls
smoothly everywhere she goes."
"Triangle is always sharp and clever with his three strong sides, making sure he
balances everything." These examples make learning fun and help children
remember the properties of shapes.
1.3a Relational understanding is when learners understand why something works in
mathematics. For example, they understand why 3 x 4 is the same as 4 x 3 because of
the idea of groups and repeated addition. Instrumental understanding is when learners
know how to get the answer but not necessarily why. Like knowing the formula to find
the area of a rectangle (length x width) but not understanding what area really means.
1.3b Relational understanding is useful when learners need to apply maths in real life or
solve new problems. For example, when figuring out how much paint is needed for a
wall, they need to understand how area works. Instrumental understanding is useful
when learners need to work quickly or follow steps, like in a test. For example, quickly
using a times table to solve 8 x 7.
, 1.4a Integrating societal context makes maths feel real and useful to learners. It shows
them how maths is part of everyday life, like budgeting, farming, or building. This helps
learners respect and value the subject.
1.4b I agree with the statement. Indigenous games are part of learners' culture and
make learning meaningful. Using these games helps learners connect maths to real life
and makes lessons enjoyable.
1.4c Three challenges could be:
Lack of knowledge by teachers about the games.
Not enough time to plan and include these games.
Some games may need space or materials that the school doesn’t have.
1.4d If these challenges are not managed, learners may see maths as boring or too
difficult. They might also think it has nothing to do with their lives or cultures, which can
affect their interest and performance.
1.5 Topic: Measurement – Capacity Activity:
1. Give learners containers of different sizes (e.g. cups, bottles, jugs).
2. Ask them to estimate how many small cups of water are needed to fill the larger
containers.
3. Learners then test their guesses by pouring and measuring.
4. They record their results and compare with their estimations. This activity uses
routine procedures (measuring) and problem-solving (estimating and testing).
1.6 Activity: Measuring Rainfall (Natural Disaster: Floods)
1. Introduce the theme: floods caused by heavy rainfall.
2. Learners collect rain in bottles for a week and measure how much falls each day.
3. They draw graphs to show their results and discuss which day had the most rain.
This helps learners understand measurement, data handling, and connects
maths to real-world issues.
