lOMoARcPSD|51776212
, lOMoARcPSD|51776212
MIP1502 Assignment 2 (COMPULSORY) 2025
(720991) - DUE 9 June 2025
Question 1
1.1 Algebra is often introduced in primary school
through patterns, number sentences, and symbolic
reasoning. Critically evaluate the rationale for
introducing algebraic thinking in the Foundation and
Intermediate Phases. In your response:
1.1.1 Discuss at least two pedagogical benefits of early
algebra exposure. (4)
1.1.2 Identify one common misconception learners may
develop and explain
how it can be addressed. (3)
1.1.3 Justify how early algebra supports progression into
formal algebra in later
grades. (3)
1.2 Many learners struggle with the concept of multiplying
negative numbers. Design a mini-lesson (not just
explanations) that includes:
1.2.1 A real-world context (2)
1.2.2 A visual model (2)
1.2.3 A pattern-based reasoning approach (2)
1.2.4 Explain how each method supports conceptual
understanding. (4)
, lOMoARcPSD|51776212
[20] Question 2
2.1 Translate the following real-world scenarios into algebraic
expressions or equations. Then solve them.
2.1.1 A machine depreciates in value by 15% annually. If it
was worth
R120,000 initially, what is its value after 3 years? (4)
2.1.2 A recipe calls for 2 parts flour, 3 parts sugar, and 5
parts water. If you
have 1.2 kg of sugar, how much flour and water are
needed to maintain
the ratio?. (4)
2.1.3 A plumber charges a call-out fee and an hourly rate. A
3-hour job costs R870, and a 5-hour job costs
R1,250. Determine the call-out fee and
hourly rate. (6)
2.2 Create a real-world context for the equation:
0.75𝑥𝑥 + 0.25(100 −𝑥𝑥) = 60
Then solve the equation and interpret the solution in your
context. (6)
[20] Question 3
3.1 Identify and explain the properties of operations used in
the following
transformations. Justify each step.
3.1.1 3(𝑥𝑥 + 4) − 2𝑥𝑥 = 𝑥𝑥 + 12 (3)
3.1.2 (𝑎𝑎 + 𝑏𝑏)2 = 𝑎𝑎2 + 2𝑎𝑎𝑏𝑏 + 𝑏𝑏2 (3)
3.2 Construct your own example of a number sentence that
demonstrates:
3.2.1 The distributive property over subtraction (3)
3.2.2 The associative property of multiplication (3)
3.2.3 The failure of the commutativity property (3)
, lOMoARcPSD|51776212
MIP1502 Assignment 2 (COMPULSORY) 2025
(720991) - DUE 9 June 2025
Question 1
1.1 Algebra is often introduced in primary school
through patterns, number sentences, and symbolic
reasoning. Critically evaluate the rationale for
introducing algebraic thinking in the Foundation and
Intermediate Phases. In your response:
1.1.1 Discuss at least two pedagogical benefits of early
algebra exposure. (4)
1.1.2 Identify one common misconception learners may
develop and explain
how it can be addressed. (3)
1.1.3 Justify how early algebra supports progression into
formal algebra in later
grades. (3)
1.2 Many learners struggle with the concept of multiplying
negative numbers. Design a mini-lesson (not just
explanations) that includes:
1.2.1 A real-world context (2)
1.2.2 A visual model (2)
1.2.3 A pattern-based reasoning approach (2)
1.2.4 Explain how each method supports conceptual
understanding. (4)
, lOMoARcPSD|51776212
[20] Question 2
2.1 Translate the following real-world scenarios into algebraic
expressions or equations. Then solve them.
2.1.1 A machine depreciates in value by 15% annually. If it
was worth
R120,000 initially, what is its value after 3 years? (4)
2.1.2 A recipe calls for 2 parts flour, 3 parts sugar, and 5
parts water. If you
have 1.2 kg of sugar, how much flour and water are
needed to maintain
the ratio?. (4)
2.1.3 A plumber charges a call-out fee and an hourly rate. A
3-hour job costs R870, and a 5-hour job costs
R1,250. Determine the call-out fee and
hourly rate. (6)
2.2 Create a real-world context for the equation:
0.75𝑥𝑥 + 0.25(100 −𝑥𝑥) = 60
Then solve the equation and interpret the solution in your
context. (6)
[20] Question 3
3.1 Identify and explain the properties of operations used in
the following
transformations. Justify each step.
3.1.1 3(𝑥𝑥 + 4) − 2𝑥𝑥 = 𝑥𝑥 + 12 (3)
3.1.2 (𝑎𝑎 + 𝑏𝑏)2 = 𝑎𝑎2 + 2𝑎𝑎𝑏𝑏 + 𝑏𝑏2 (3)
3.2 Construct your own example of a number sentence that
demonstrates:
3.2.1 The distributive property over subtraction (3)
3.2.2 The associative property of multiplication (3)
3.2.3 The failure of the commutativity property (3)
