TMN3704 Assignment 4 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the TMN3704 Assignment 4 (QUALITY ANSWERS) 2024. For assistance call or us on 0.6.8..8.1.2..0.9.3.4.... ACTIVITY 1 1.1 Define the concept of "area". (2) 1.2 Identify and explain any two key concepts from the definition of an area given above. These are terms that are central to the main points of the description of an area. (4) Table A indicates the focus of the lesson plan activity. ASSIGNMENT 04: COMPULSORY FOCUS: LESSON PLANNING CONTRIBUTES 40% TO YOUR YEAR MARK UNIQUE NUMBER: 200235 DUE DATE: 2024/08/15 NO EXTENSION WILL BE GIVEN. TMN3704/ASSIGNMENT 4/2024 6 Grade 6 Subject Mathematics Content Area Measurement Topic Area, Perimeter and Volume (According to CAPS) Sub-topic: Area Concepts and skills Measurement of area Find areas of regular and irregular shapes by counting squares on grids: • Regular shapes where the sides are all the same length with straight sides. • Irregular shapes where the sides are not all the same length with straight side 1.3 Carefully study the details of the topic as it is presented in the Curriculum and Assessment Policy Statement (CAPS) document and then answer the following questions: 1.3.1 In which term(s) is the topic Area, Perimeter and Volume taught in Grade 6? (2) 1.3.2 How much time is allocated to the topic Area, Perimeter and Volume in Grade 6? (1) ACTIVITY 2 2.1 What is your understanding of the following concepts: aim and objectives of a lesson? (2) 2.2 As the first step to preparing an effective lesson, describe the aim(s) of your lesson for the identified Sub-topic . (Refer to table A.) (2) 2.3 Complete table B to illustrate your understanding of learning objectives. (8) Table B: Formulation of learning objectives Verb Define or describe the verb. Acknowledge the source. How would you measure each of these verbs objectively? Be acquainted with Be aware of Grasp Represent TMN3704/ASSIGNMENT 4/2024 7 2.4 Beginning your planning with the learning objectives in mind will help you to ensure that your tasks and activities are appropriate and will help your learners achieve the objectives. Write down three objectives that you want your learners to have achieved by the end of the lesson. (Objectives should be derived from the concepts and skills stated in Table A.) (6) 2.5 Learning is a process of continually restructuring prior knowledge, not just adding to it. Good teaching and learning provide opportunities for learners to connect what they are learning to their prior knowledge. What prior knowledge do you think learners should bring to build on the knowledge of the area of regular and irregular shapes? (3) ACTIVITY 3 Identify and reflect on one learning strategy that you consider most suitable to unpack the concept and skills: Measurement of area focusing on areas of regular and irregular shapes and that could engage learners in the learning process that stimulates critical thinking. (Refer to section 3.5 of the study guide.) (4) ACTIVITY 4 The main aim of this part of the lesson is to describe the instructional activities. These refer to tasks or exercises designed to facilitate learning and understanding measurement of area: areas of regular and irregular shapes by counting squares on grids. This section of the lesson plan should reflect that your lesson is learner-centred by stating a lot more about what the learners will do than what the teacher will do. It should show learners as active participants rather than passive receivers of information. TMN3704/ASSIGNMENT 4/2024 8 4.1 Complete PART 1 of Table C. (20) Table C: Development of the area concept The main part of the lesson: To create a unique classroom atmosphere, according to Fraser (1998), teachers have to become innovative and use unique teaching methods and activities. PART 1: The role of the teacher (What will you do and say?) 4.1.1 How would you introduce the lesson? (5 minutes) 4.1.2 How would you develop the lesson? (40 minutes). In answering this question, you should focus on the following aspects: • Time allocation for each activity • The role of the teacher's and learners' activities • How the learner-centred media resources would be used to build on learners' understanding? • How would you assess learners' understanding? 4.1.3 How would you consolidate your lesson? (5 minutes) 4.2 Briefly discuss any two challenges that learners might experience in learning measurement of area. How could you (the teacher) address the identified challenges? (4) ACTIVITY 5 5.1 In planning assessment tasks, keep in mind the principles of universal design. In other words, consider the disabilities that learners might have and, if necessary, determine a strategy for accommodating those learners. Discuss three of such strategies. (6) 5.2 Assessment tasks should be spaced throughout the term and include formative tasks (tasks that focus on improving performance) as well as summative tasks (tasks that focus on measuring performance). Why is this the case? Motivate your answer. (4) TMN3704/ASSIGNMENT 4/2024 9 5.3 What is your view on the following statement: "Pre-marking meetings or other activities are undertaken to ensure that assessors can clarify their understanding of the assessment criteria." Motivate by giving three points. (6) ACTIVITY 6 An investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve inductive reasoning, identifying or testing patterns or relationships, drawing conclusions and establishing general trends. 6.1 Create an inquiry in which Grade 6 learners explore the concept of why the area of a rectangle is expressed as the product of its length and width. (6) 6.2 Develop an analytical rubric to aid in evaluating the investigation. (6)