MFP1501 Assignment 2 2025 (100% COMPLETE ANSWERS)

MFP1501 Assignment 2 2025 ;100 % TRUSTED workings, Expert Solved, Explanations and Solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... Mathematics for Foundation Phase Teachers - MFP1501 ASSESSMENT 2 COMPULSORY ASSESSMENT: 100 MARKS (60% WEIGHTING) This assessment comprises calculations, short essays, and discussion-type questions that require your active engagement, practical experience, critical thinking, and reflective response. IMPORTANT Marking guide to grade this assessment. Please use it as a guide and checklist when completing this assessment. If you copy from the study guide, you will not be credited any marks for what you copied. QUESTION 1: (20) You can teach doubling in the Foundation Phase in various ways. These approaches depend on the grade level you teach or what learners can or cannot do. It is important always to be responsive to your learners’ cognitive level. It would be best if you always were moving learners to a more abstract level but using concrete apparatus to scaffold these moves. There are also various diagrams for teaching doubling apart from using body parts as resources. 1.1 1.2 Identify TWO (2) diagrams that you can use to teach doubling to the Foundation Phase. Motivate how you will use each diagram in Question 1.1. Do not copy from the study guide. (4) (6) 5 1.3 Differentiate between TWO (2) situations of division using the table below as a guide. Give TWO (2) examples per each situation. Do not copy what is in the study guide. Division situation Problem structure (10) Question asked Examples QUESTION 2: (20) Mr. Langa starts the lesson by drawing a few fraction examples on the board—and explains that fractions represent "parts of a whole." He gives some examples using simple numbers and then introduces fraction addition. However, as he demonstrates, he sticks to rules like "make the denominators the same" without explaining why that is necessary. He quickly notices confused faces and a lack of engagement from the learners. Most children find fractions very difficult to learn and understand.