TMN3704 Assignment 4 (QUALITY ANSWERS) 2025

This document contains workings, explanations and solutions to the TMN3704 Assignment 4 (QUALITY ANSWERS) 2025. For assistance whats-app us on 0.6.8..8.1.2..0.9.3.4....SECTION A: MATHEMATICAL THINKING AND UNDERSTANDING Refer to Moeli’s calculation error below and answer 1.5.1 and 1.5.2: Table 1: Addition of Fractions Question: Simplify 2/3 + 5/6 Moeli’s Response: 2/3 + 5/6 = (2×3)/(3×5) + (5×2)/(6×2) = 10/12 = 11/6 1.5.1 What error did Moeli make? (4 marks) 1.5.2 What remedial strategy would you use? Explain and illustrate. (4 marks) Question 1.6 Explain and illustrate how you could use base ten blocks to help learners add two three-digit numbers. (6 marks) Question 1.7 Briefly discuss the following approaches to teaching mathematics, and explain how each supports effective learning: a) Problem-solving approach b) Demonstration approach (4 + 4 = 8 marks) SECTION B: LEARNER ENGAGEMENT, INQUIRY AND LESSON DESIGN (40 MARKS) Question 1.8 Differentiate skills-based teaching from concept-based teaching. Provide one example of each. (4 marks) Question 1.9 Design a lesson plan to teach patterns and equivalent forms, using the focus and concepts outlined below: Focus of the lesson: Equivalent forms Concepts and skills: Determine the equivalence of relationships presented (i) verbally, (ii) in a flow diagram, (iii) in a table. 1.9.1 How would you introduce the lesson? (5 minutes) (4 marks) 1.9.2 How would you develop the lesson? (Focus on time allocation, teacher and learner activities, media use, assessment) (8 marks) 1.9.3 How would you consolidate the lesson? (5 minutes) (4 marks) Question 1.10 Briefly discuss two challenges learners might experience when learning patterns. How could you address them? (4 marks) Question 1.11 Using Figure 2 (a labelled rectangle), explain how you would help learners make real-life connections with the perimeter formula: P = 2L + 2B, where L = length, B = breadth Illustrate and explain how this encourages conceptual understanding. (8 marks) SECTION C: CRITICAL THINKING, SOCIAL CONTEXT AND MATHEMATICAL DEVELOPMENT (20 MARKS) Question 2.1 Mathematics helps develop mental processes such as critical thinking, logical reasoning, accuracy and decision-making. What is your understanding of this view? Use examples to illustrate. (3 marks) Question 2.2 Design a mathematics activity (not on fractions) that develops a critical awareness of how mathematics relates to social relations (e.g., community, fairness, or decision-making). (3 marks) Question 2.3 Create an inquiry-based investigation where Grade 6 learners explore the properties of a square. Highlight six important ideas in your activity. (6 marks) Question 2.4 Develop an analytical rubric with at least three assessment criteria for evaluating the square properties investigation. (4 marks) (Answer all questions in this section.) 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 four of such strategies. (8) 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 (4) 5.3 What is your view on the following statement: