FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: TMN3704
MODULE NAME: TEACHING MATHEMATICS IN THE
INTERMEDIATE PHASE
ASSIGNMENT: 02
YEAR MODULE 2025
, 1.1 Thoughts on the National Curriculum Statement (NCS) Grades R–12 Goal
The intention behind the NCS Grades R–12 is to offer all learners a fair chance at
developing knowledge and skills that will enable them to thrive both personally and in
society. This goal is noble and reflects South Africa’s commitment to redressing past
inequalities. It recognises that education must be inclusive and cater to every learner,
regardless of their background or ability. I believe this approach is vital in our context
where disparities in access and resources still exist. When children from under-
resourced communities receive the same level of education as those in wealthier areas,
it promotes equity. However, achieving this in practice can be challenging due to
inequalities in school infrastructure, teaching resources, and teacher training. The vision
is progressive, but its full realisation depends on how well these principles are applied at
school level. If properly supported, this approach can produce confident, skilled, and
informed individuals who are capable of contributing meaningfully to their communities
and the broader society.
1.2 Personification Strategy: Topic Example and Application
Topic: Fractions (Grade 4, Term 2)
Personification can turn abstract mathematical ideas into something learners can relate
to and remember. It gives mathematics a playful and imaginative element that appeals
to younger learners. When teaching fractions, one can bring in personified characters to
help learners visualise concepts.
1. "My name is Halfie the Pizza." I am a full round pizza divided into two equal
parts. When one part is eaten, only I, Halfie, remain. This helps learners picture
halves using an everyday item like pizza.
2. "I am Quarter the Cake." I am a birthday cake cut into four pieces. When one
slice is missing, learners can understand that one quarter has been taken away.
It teaches division of a whole into four equal parts.
3. "I am Miss Thirdy the Chocolate Bar." I am a chocolate bar broken into three
even blocks. Sharing me with two friends shows learners what thirds look like in
real life.
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: TMN3704
MODULE NAME: TEACHING MATHEMATICS IN THE
INTERMEDIATE PHASE
ASSIGNMENT: 02
YEAR MODULE 2025
, 1.1 Thoughts on the National Curriculum Statement (NCS) Grades R–12 Goal
The intention behind the NCS Grades R–12 is to offer all learners a fair chance at
developing knowledge and skills that will enable them to thrive both personally and in
society. This goal is noble and reflects South Africa’s commitment to redressing past
inequalities. It recognises that education must be inclusive and cater to every learner,
regardless of their background or ability. I believe this approach is vital in our context
where disparities in access and resources still exist. When children from under-
resourced communities receive the same level of education as those in wealthier areas,
it promotes equity. However, achieving this in practice can be challenging due to
inequalities in school infrastructure, teaching resources, and teacher training. The vision
is progressive, but its full realisation depends on how well these principles are applied at
school level. If properly supported, this approach can produce confident, skilled, and
informed individuals who are capable of contributing meaningfully to their communities
and the broader society.
1.2 Personification Strategy: Topic Example and Application
Topic: Fractions (Grade 4, Term 2)
Personification can turn abstract mathematical ideas into something learners can relate
to and remember. It gives mathematics a playful and imaginative element that appeals
to younger learners. When teaching fractions, one can bring in personified characters to
help learners visualise concepts.
1. "My name is Halfie the Pizza." I am a full round pizza divided into two equal
parts. When one part is eaten, only I, Halfie, remain. This helps learners picture
halves using an everyday item like pizza.
2. "I am Quarter the Cake." I am a birthday cake cut into four pieces. When one
slice is missing, learners can understand that one quarter has been taken away.
It teaches division of a whole into four equal parts.
3. "I am Miss Thirdy the Chocolate Bar." I am a chocolate bar broken into three
even blocks. Sharing me with two friends shows learners what thirds look like in
real life.
