TMN3704
ASSESSMENT 2 2025
Teaching Mathematics in the Intermediate Phase
N.B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
1.1 The National Curriculum Statement aims to establish an inclusive and
equal educational environment. I agree with this viewpoint because it
promotes diversity and seeks to provide every learner, regardless of
background or ability, with an equal opportunity to achieve. It promotes
engaged citizenship and helps pupils prepare for life beyond school. However,
its performance is strongly dependent on regular execution, sufficient
resources, and trained educators. Thus, while the goal is admirable, realising
it remains difficult.
1.2 Topic: Fractions (Grade 4) Using personification:
"Mr. Half always ensures everything is shared equally between two
people."
, "Miss Quarter enjoys slicing things into four equal parts so everyone gets
a piece."
"Sir Whole keeps all the pieces together, never letting anything be
missing." This approach helps learners visualize and relate to abstract
mathematical concepts more easily.
1.3a. Relational comprehension entails comprehending the logic behind a
concept (for example, knowing that 6 x 5 equals 30 since it represents six sets
of five). Instrumental understanding occurs when a pupil can apply a rule or
formula without fully comprehending its meaning (for example, memorising 6 x
5 = 30 without understanding grouping).
1.3b. Relational understanding is especially beneficial for developing problem-
solving skills and deep comprehension. For instance, knowing why area =
length × width helps when dealing with complex shapes. Instrumental
understanding is helpful for quick recall in straightforward tasks, like mental
math or multiplication drills.
1.4a. Teaching mathematics in real-life scenarios lets students see its
application in everyday situations, such as budgeting or time management. It
increases engagement and comprehension.
1.4b. I agree with this statement. Indigenous games provide hands-on
learning experiences and connect mathematical concepts to learners’ cultural
environments.
1.4c. Expected challenges:
Teachers may not be conversant with traditional games.
Time limits in the curriculum can limit these activities.
Insufficient materials or space to play games.
1.4d. These challenges might make learners view math as disconnected from
their lives, potentially lowering interest and participation.
1.5 Topic: Measurement – Length Activity:
Routine task: Students measure items like their desk using a ruler.
Problem-solving task: Learners determine if a mat of given dimensions
can fit into a corner of the room. They must convert between units and
compare measurements to decide.
1.6 Topic: Natural Disasters (Theme-based teaching using Measurement)
Activity:
ASSESSMENT 2 2025
Teaching Mathematics in the Intermediate Phase
N.B PARAPHRASE YOUR WORK TO AVOID PLAGARISM (CHANGE WORDS)
1.1 The National Curriculum Statement aims to establish an inclusive and
equal educational environment. I agree with this viewpoint because it
promotes diversity and seeks to provide every learner, regardless of
background or ability, with an equal opportunity to achieve. It promotes
engaged citizenship and helps pupils prepare for life beyond school. However,
its performance is strongly dependent on regular execution, sufficient
resources, and trained educators. Thus, while the goal is admirable, realising
it remains difficult.
1.2 Topic: Fractions (Grade 4) Using personification:
"Mr. Half always ensures everything is shared equally between two
people."
, "Miss Quarter enjoys slicing things into four equal parts so everyone gets
a piece."
"Sir Whole keeps all the pieces together, never letting anything be
missing." This approach helps learners visualize and relate to abstract
mathematical concepts more easily.
1.3a. Relational comprehension entails comprehending the logic behind a
concept (for example, knowing that 6 x 5 equals 30 since it represents six sets
of five). Instrumental understanding occurs when a pupil can apply a rule or
formula without fully comprehending its meaning (for example, memorising 6 x
5 = 30 without understanding grouping).
1.3b. Relational understanding is especially beneficial for developing problem-
solving skills and deep comprehension. For instance, knowing why area =
length × width helps when dealing with complex shapes. Instrumental
understanding is helpful for quick recall in straightforward tasks, like mental
math or multiplication drills.
1.4a. Teaching mathematics in real-life scenarios lets students see its
application in everyday situations, such as budgeting or time management. It
increases engagement and comprehension.
1.4b. I agree with this statement. Indigenous games provide hands-on
learning experiences and connect mathematical concepts to learners’ cultural
environments.
1.4c. Expected challenges:
Teachers may not be conversant with traditional games.
Time limits in the curriculum can limit these activities.
Insufficient materials or space to play games.
1.4d. These challenges might make learners view math as disconnected from
their lives, potentially lowering interest and participation.
1.5 Topic: Measurement – Length Activity:
Routine task: Students measure items like their desk using a ruler.
Problem-solving task: Learners determine if a mat of given dimensions
can fit into a corner of the room. They must convert between units and
compare measurements to decide.
1.6 Topic: Natural Disasters (Theme-based teaching using Measurement)
Activity:
