[TYPE THE COMPANY NAME]
TMN3704 Assessment
2 (Complete Answers)
2025 - Due 4 July
2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
TMN3704 Assessment 2 (Complete Answers)
2025 (152676) - Due 4 July 2025
Course
Teaching Mathematics (TMN3704)
Institution
University Of South Africa
Book
Teaching Mathematics
TMN3704 Assignment 2 2025 (Unique Number: 152676) - Due 4 July
2025 ;100 % TRUSTED workings, Expert Solved, Explanations and Solutions.
. Teaching Mathematics - TMN3704 1.1 The National Curriculum Statement
Grades R-12 serves to equip learners, irrespective of their socio-economic
background, race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self fulfilment, and meaningful
participation in society as citizens of a free country. What are your thoughts
on this view? In other words, you need to state your opinion, provide
reasoning and present a balanced perspective. (4)
The National Curriculum Statement (NCS) Grades R–12's goal of equipping all learners—
regardless of background or ability—with knowledge, skills, and values is both admirable and
essential for building an inclusive and democratic society. I support this view because it
promotes equality in education and ensures that every learner has the opportunity to achieve their
full potential. This approach helps address historical inequalities and prepares learners to
contribute meaningfully to society.
However, implementing this vision can be challenging due to disparities in school resources,
teacher quality, and learner support systems across different communities. For the NCS’s goals
to be fully realized, there must be a commitment to addressing these practical barriers.
In summary, while the intent of the NCS is commendable and aligns with the ideals of equity and
social justice, continuous support, proper training, and resource allocation are necessary to make
this inclusive vision a reality for all learners.
,Here's a balanced perspective on the view that the National Curriculum Statement Grades R-12
(NCS) equips learners for self-fulfillment and meaningful societal participation:
On the one hand, the stated aim of the NCS is highly commendable and aspirational. The
emphasis on inclusivity, irrespective of background, race, gender, physical, or intellectual ability,
reflects a commitment to equitable education and social justice. If successfully implemented, a
curriculum that genuinely provides all learners with the "knowledge, skills and values necessary
for self-fulfillment, and meaningful participation in society as citizens of a free country" would
be transformative. It suggests a holistic approach to education that goes beyond mere academic
achievement, aiming to cultivate well-rounded individuals capable of critical thinking, active
citizenship, and personal growth. This is crucial for a democratic society and for fostering a
sense of belonging and agency among its citizens.
However, a balanced perspective requires acknowledging the complexities and challenges
inherent in achieving such an ambitious goal. While the intent of the NCS is excellent, its
realization in practice can face significant hurdles. Factors such as disparities in school
resources, teacher training and support, socio-economic inequalities that impact learners' home
environments, and the practical implementation of inclusive teaching methodologies can all
affect whether the curriculum truly equips all learners as envisioned. For example, a lack of
assistive devices for learners with physical disabilities, or insufficient support for teachers
dealing with diverse learning needs, could hinder the curriculum's ability to cater to everyone.
Furthermore, the notion of "self-fulfillment" and "meaningful participation" can be subjective
and influenced by societal structures and opportunities that extend beyond the classroom. Even
with the best curriculum, systemic issues like unemployment or discrimination can limit an
individual's ability to fully realize their potential or participate meaningfully in society.
In conclusion, while the view expressed in the NCS is a powerful and necessary ideal for a
progressive education system, its effectiveness hinges on robust implementation, equitable
resource allocation, ongoing teacher development, and a broader societal commitment to
addressing the systemic barriers that can prevent learners from fully benefiting from its
aspirations. It's a goal worth striving for, but one that demands continuous effort and adaptation
to ensure its promise translates into tangible outcomes for all learners.
1.2 One strategy that you could use to connect mathematical ideas is
personification. It is a figure of speech in which human qualities/attributes
are given to inanimate (non-human) objects or the representation of an
abstract quality/idea in a human form. It is advisable to use this strategy for
Grade 4 learners. Select a topic in Mathematics from a specific grade and
demonstrate how you can illustrate this strategy. Provide three examples (6)
Topic: Fractions (Grade 4)
, Concept to Illustrate: Understanding the Numerator and Denominator
Strategy: Personification
Demonstration:
To introduce fractions, we can personify the fraction itself, and then the numerator and
denominator, giving them distinct personalities and roles.
Example 1: Meet Mr. Fraction, His Name is 21!
"Class, today we're going to meet a very special character, his name is Mr. Fraction! He lives in
a house that's always split up. See his name, it looks like this: 21. That line in the middle is like
the floor separating two very important people in his house.
The number on top, Mr. Numerator, is a very active little guy! He's always telling us
how many pieces we're looking at or talking about. He's the 'counting' part of the
fraction. Think of him as the person who gets to eat the cake!
The number on the bottom, Mrs. Denominator, is a very organized lady! She always
tells us how many equal pieces the whole thing was divided into. She's the 'total pieces'
part. Think of her as the one who baked the whole cake and decided how many slices to
cut it into for everyone."
Illustration: You could draw a simple house with the fraction line as the floor, and stick
figures representing Mr. Numerator on the top floor and Mrs. Denominator on the bottom
floor, perhaps with thought bubbles indicating their roles (e.g., Mr. Numerator: "I have 1
piece!", Mrs. Denominator: "There are 2 pieces in total!").
Example 2: The Busy Bakers: Sharing Cookies
"Imagine we have a plate of 8 delicious cookies. Our friend, Dividing Line, drew a big line right
through the middle to show us we're making fractions!
Now, Mr. Denominator (who lives at the bottom) is the baker who decided to cut all 8
cookies into equal pieces. He proudly announced, 'I've cut this batch of cookies into 8
equal pieces for everyone!' He's the one who tells us the total number of pieces the
whole thing is broken into.
But then, Ms. Numerator (who lives on top) came along! She's the one who gets to
choose how many pieces to take. She said, 'I want 3 of those delicious pieces!' So, we
write it as 83. Ms. Numerator always tells us how many pieces we're interested in or
using."
Illustration: Draw a circle representing 8 cookies. Then, draw a fraction bar. Below the
bar, draw a chef's hat on the number 8 (Denominator) with the words "Total pieces."
Above the bar, draw a hungry child next to the number 3 (Numerator) with the words
"My pieces!"
Example 3: The Race of Equivalent Fractions
TMN3704 Assessment
2 (Complete Answers)
2025 - Due 4 July
2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
TMN3704 Assessment 2 (Complete Answers)
2025 (152676) - Due 4 July 2025
Course
Teaching Mathematics (TMN3704)
Institution
University Of South Africa
Book
Teaching Mathematics
TMN3704 Assignment 2 2025 (Unique Number: 152676) - Due 4 July
2025 ;100 % TRUSTED workings, Expert Solved, Explanations and Solutions.
. Teaching Mathematics - TMN3704 1.1 The National Curriculum Statement
Grades R-12 serves to equip learners, irrespective of their socio-economic
background, race, gender, physical ability or intellectual ability, with the
knowledge, skills and values necessary for self fulfilment, and meaningful
participation in society as citizens of a free country. What are your thoughts
on this view? In other words, you need to state your opinion, provide
reasoning and present a balanced perspective. (4)
The National Curriculum Statement (NCS) Grades R–12's goal of equipping all learners—
regardless of background or ability—with knowledge, skills, and values is both admirable and
essential for building an inclusive and democratic society. I support this view because it
promotes equality in education and ensures that every learner has the opportunity to achieve their
full potential. This approach helps address historical inequalities and prepares learners to
contribute meaningfully to society.
However, implementing this vision can be challenging due to disparities in school resources,
teacher quality, and learner support systems across different communities. For the NCS’s goals
to be fully realized, there must be a commitment to addressing these practical barriers.
In summary, while the intent of the NCS is commendable and aligns with the ideals of equity and
social justice, continuous support, proper training, and resource allocation are necessary to make
this inclusive vision a reality for all learners.
,Here's a balanced perspective on the view that the National Curriculum Statement Grades R-12
(NCS) equips learners for self-fulfillment and meaningful societal participation:
On the one hand, the stated aim of the NCS is highly commendable and aspirational. The
emphasis on inclusivity, irrespective of background, race, gender, physical, or intellectual ability,
reflects a commitment to equitable education and social justice. If successfully implemented, a
curriculum that genuinely provides all learners with the "knowledge, skills and values necessary
for self-fulfillment, and meaningful participation in society as citizens of a free country" would
be transformative. It suggests a holistic approach to education that goes beyond mere academic
achievement, aiming to cultivate well-rounded individuals capable of critical thinking, active
citizenship, and personal growth. This is crucial for a democratic society and for fostering a
sense of belonging and agency among its citizens.
However, a balanced perspective requires acknowledging the complexities and challenges
inherent in achieving such an ambitious goal. While the intent of the NCS is excellent, its
realization in practice can face significant hurdles. Factors such as disparities in school
resources, teacher training and support, socio-economic inequalities that impact learners' home
environments, and the practical implementation of inclusive teaching methodologies can all
affect whether the curriculum truly equips all learners as envisioned. For example, a lack of
assistive devices for learners with physical disabilities, or insufficient support for teachers
dealing with diverse learning needs, could hinder the curriculum's ability to cater to everyone.
Furthermore, the notion of "self-fulfillment" and "meaningful participation" can be subjective
and influenced by societal structures and opportunities that extend beyond the classroom. Even
with the best curriculum, systemic issues like unemployment or discrimination can limit an
individual's ability to fully realize their potential or participate meaningfully in society.
In conclusion, while the view expressed in the NCS is a powerful and necessary ideal for a
progressive education system, its effectiveness hinges on robust implementation, equitable
resource allocation, ongoing teacher development, and a broader societal commitment to
addressing the systemic barriers that can prevent learners from fully benefiting from its
aspirations. It's a goal worth striving for, but one that demands continuous effort and adaptation
to ensure its promise translates into tangible outcomes for all learners.
1.2 One strategy that you could use to connect mathematical ideas is
personification. It is a figure of speech in which human qualities/attributes
are given to inanimate (non-human) objects or the representation of an
abstract quality/idea in a human form. It is advisable to use this strategy for
Grade 4 learners. Select a topic in Mathematics from a specific grade and
demonstrate how you can illustrate this strategy. Provide three examples (6)
Topic: Fractions (Grade 4)
, Concept to Illustrate: Understanding the Numerator and Denominator
Strategy: Personification
Demonstration:
To introduce fractions, we can personify the fraction itself, and then the numerator and
denominator, giving them distinct personalities and roles.
Example 1: Meet Mr. Fraction, His Name is 21!
"Class, today we're going to meet a very special character, his name is Mr. Fraction! He lives in
a house that's always split up. See his name, it looks like this: 21. That line in the middle is like
the floor separating two very important people in his house.
The number on top, Mr. Numerator, is a very active little guy! He's always telling us
how many pieces we're looking at or talking about. He's the 'counting' part of the
fraction. Think of him as the person who gets to eat the cake!
The number on the bottom, Mrs. Denominator, is a very organized lady! She always
tells us how many equal pieces the whole thing was divided into. She's the 'total pieces'
part. Think of her as the one who baked the whole cake and decided how many slices to
cut it into for everyone."
Illustration: You could draw a simple house with the fraction line as the floor, and stick
figures representing Mr. Numerator on the top floor and Mrs. Denominator on the bottom
floor, perhaps with thought bubbles indicating their roles (e.g., Mr. Numerator: "I have 1
piece!", Mrs. Denominator: "There are 2 pieces in total!").
Example 2: The Busy Bakers: Sharing Cookies
"Imagine we have a plate of 8 delicious cookies. Our friend, Dividing Line, drew a big line right
through the middle to show us we're making fractions!
Now, Mr. Denominator (who lives at the bottom) is the baker who decided to cut all 8
cookies into equal pieces. He proudly announced, 'I've cut this batch of cookies into 8
equal pieces for everyone!' He's the one who tells us the total number of pieces the
whole thing is broken into.
But then, Ms. Numerator (who lives on top) came along! She's the one who gets to
choose how many pieces to take. She said, 'I want 3 of those delicious pieces!' So, we
write it as 83. Ms. Numerator always tells us how many pieces we're interested in or
using."
Illustration: Draw a circle representing 8 cookies. Then, draw a fraction bar. Below the
bar, draw a chef's hat on the number 8 (Denominator) with the words "Total pieces."
Above the bar, draw a hungry child next to the number 3 (Numerator) with the words
"My pieces!"
Example 3: The Race of Equivalent Fractions
