TPF3704
Assessment 4
PORTFOLIO
Due 29 August 2025
, TPF3704
Assessment 4
Due 29 August 2025
Foundation Phase Teaching Practice Assessment Portfolio
Grade 2 Lessons
Lesson 1 – MFP2601 (Management in FP) – Grade 2
Multigrade
This lesson in Foundation Phase Management, focusing on Math, was taught on July
5, 2025, to a multigrade class of Grade 2 and Grade 3 students. It lasted 45 minutes
and centered on Number Operations, specifically Addition within 20 using the
"making ten" strategy.
My main objectives were for students to:
• Model addition within 20 with manipulatives.
• Explain the "making ten" strategy.
• Record addition sentences correctly.
• Peer-tutor their cross-grade partners, which is great for mixed-age groups.
For the introduction, I started with an addition relay between Grade 2 and Grade 3 to
get them excited. Then, we brainstormed prior addition strategies on the board to see
what they already knew.
In the main part of the lesson, I put students into heterogeneous pairs, meaning
Grade 2 and Grade 3 students worked together. They switched roles, with one
manipulating the tools and the other recording. I modeled one example for everyone,
then walked around to help and support them. Students used base-ten blocks and ten-
frames to understand "making ten."
, For integration, we worked on Language by having them explain their thinking in full
sentences. We also touched on Life Skills by focusing on collaboration, which is so
important when working in pairs.
Differentiation was key in this multigrade setting. For support, I offered sentence
starters and larger counters for those who needed extra help. For enrichment, I
challenged Grade 3 students with two-step addition problems within 50, pushing their
thinking a bit further.
To conclude, volunteers demonstrated their work on the board, showing how they used
the "making ten" strategy. For an exit question, I asked, "Why make ten?" to check
their understanding of the strategy's purpose.
My assessment was both informal and formal. Informally, I took observational notes as
they worked. Formally, I used a checklist to assess their use of manipulatives, their
explanation of the strategy, and the accuracy of their recordings. A sample question I
used was "9+6 via making ten."
The resources I used included base-ten blocks, ten-frames, workbook templates, and
the whiteboard.
I referred to the Department of Basic Education's CAPS: Foundation Phase
Mathematics (2011) and Gömleksiz, M. N. (2013). Peer tutoring in multigrade
classrooms. IJLTE. for guidance.
Assessment 4
PORTFOLIO
Due 29 August 2025
, TPF3704
Assessment 4
Due 29 August 2025
Foundation Phase Teaching Practice Assessment Portfolio
Grade 2 Lessons
Lesson 1 – MFP2601 (Management in FP) – Grade 2
Multigrade
This lesson in Foundation Phase Management, focusing on Math, was taught on July
5, 2025, to a multigrade class of Grade 2 and Grade 3 students. It lasted 45 minutes
and centered on Number Operations, specifically Addition within 20 using the
"making ten" strategy.
My main objectives were for students to:
• Model addition within 20 with manipulatives.
• Explain the "making ten" strategy.
• Record addition sentences correctly.
• Peer-tutor their cross-grade partners, which is great for mixed-age groups.
For the introduction, I started with an addition relay between Grade 2 and Grade 3 to
get them excited. Then, we brainstormed prior addition strategies on the board to see
what they already knew.
In the main part of the lesson, I put students into heterogeneous pairs, meaning
Grade 2 and Grade 3 students worked together. They switched roles, with one
manipulating the tools and the other recording. I modeled one example for everyone,
then walked around to help and support them. Students used base-ten blocks and ten-
frames to understand "making ten."
, For integration, we worked on Language by having them explain their thinking in full
sentences. We also touched on Life Skills by focusing on collaboration, which is so
important when working in pairs.
Differentiation was key in this multigrade setting. For support, I offered sentence
starters and larger counters for those who needed extra help. For enrichment, I
challenged Grade 3 students with two-step addition problems within 50, pushing their
thinking a bit further.
To conclude, volunteers demonstrated their work on the board, showing how they used
the "making ten" strategy. For an exit question, I asked, "Why make ten?" to check
their understanding of the strategy's purpose.
My assessment was both informal and formal. Informally, I took observational notes as
they worked. Formally, I used a checklist to assess their use of manipulatives, their
explanation of the strategy, and the accuracy of their recordings. A sample question I
used was "9+6 via making ten."
The resources I used included base-ten blocks, ten-frames, workbook templates, and
the whiteboard.
I referred to the Department of Basic Education's CAPS: Foundation Phase
Mathematics (2011) and Gömleksiz, M. N. (2013). Peer tutoring in multigrade
classrooms. IJLTE. for guidance.
