OPM1501
Assignment 2
(COMPLETE
ANSWERS) 2025
- DUE 6 June
2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
, Exam (elaborations)
OPM1501 Assignment 2 Memo | Due 6 June
2025
Course
Orientation to Intermediate Phase Mathematics (OPM1501)
Institution
University Of South Africa (Unisa)
OPM1501 Assignment 2 Memo | Due 6 June 2025. All questions fully
answered.
Question 1 1. In OPM1501, we emphasize the importance of mathematics
teachers moving away from traditional teaching methods and adopting
approaches that foster learner engagement and meaningful learning
experiences. 1.1. Write a 1000-word essay in which you critically
demonstrate your understanding of the above statement with a lens on the
teaching and learning of measurement in any grade in the Intermediate
Phase. You should include examples, either from your learning experience at
school, general reading, your understanding of the curriculum or observation
as a learner to illustrate the points that you make. Please use rubric 1
provided at the end of this Tutorial Letter, to guide the structuring of your
essay. It is important that you use this rubric to do self-evaluation before you
submit to ensure that you have completed all the required elements for the
essay adequately. Please attach the rubric at the end of the answer to
question 1.1 (30)
Essay: Teaching Measurement in the Intermediate Phase – Moving Beyond
Traditional Methods
In the context of OPM1501, there is a strong emphasis on the need for mathematics teachers to
shift from traditional, rote-learning approaches to more learner-centred, engaging, and
meaningful teaching practices. This transition is particularly important in the teaching of
measurement in the Intermediate Phase (Grades 4–6), where abstract mathematical concepts
must be grounded in real-world understanding for learners to fully grasp them.
Traditional methods of teaching mathematics often rely on repetition, memorisation of formulas,
and teacher-led instruction. In such environments, learners are passive recipients of knowledge,
often with limited understanding of the practical applications of what they are being taught. For
example, when teaching measurement, a traditional approach might involve the teacher writing a
Assignment 2
(COMPLETE
ANSWERS) 2025
- DUE 6 June
2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
, Exam (elaborations)
OPM1501 Assignment 2 Memo | Due 6 June
2025
Course
Orientation to Intermediate Phase Mathematics (OPM1501)
Institution
University Of South Africa (Unisa)
OPM1501 Assignment 2 Memo | Due 6 June 2025. All questions fully
answered.
Question 1 1. In OPM1501, we emphasize the importance of mathematics
teachers moving away from traditional teaching methods and adopting
approaches that foster learner engagement and meaningful learning
experiences. 1.1. Write a 1000-word essay in which you critically
demonstrate your understanding of the above statement with a lens on the
teaching and learning of measurement in any grade in the Intermediate
Phase. You should include examples, either from your learning experience at
school, general reading, your understanding of the curriculum or observation
as a learner to illustrate the points that you make. Please use rubric 1
provided at the end of this Tutorial Letter, to guide the structuring of your
essay. It is important that you use this rubric to do self-evaluation before you
submit to ensure that you have completed all the required elements for the
essay adequately. Please attach the rubric at the end of the answer to
question 1.1 (30)
Essay: Teaching Measurement in the Intermediate Phase – Moving Beyond
Traditional Methods
In the context of OPM1501, there is a strong emphasis on the need for mathematics teachers to
shift from traditional, rote-learning approaches to more learner-centred, engaging, and
meaningful teaching practices. This transition is particularly important in the teaching of
measurement in the Intermediate Phase (Grades 4–6), where abstract mathematical concepts
must be grounded in real-world understanding for learners to fully grasp them.
Traditional methods of teaching mathematics often rely on repetition, memorisation of formulas,
and teacher-led instruction. In such environments, learners are passive recipients of knowledge,
often with limited understanding of the practical applications of what they are being taught. For
example, when teaching measurement, a traditional approach might involve the teacher writing a
