MFP1501 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

MFP1501 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references , QUESTION 1: (20) You can teach doubling in the Foundation Phase in various ways. These approaches depend on the grade level you teach or what learners can or cannot do. It is important always to be responsive to your learners’ cognitive level. It would be best if you always were moving learners to a more abstract level but using concrete apparatus to scaffold these moves. There are also various diagrams for teaching doubling apart from using body parts as resources. 1.1 Identify TWO (2) diagrams that you can use to teach doubling to the Foundation Phase. (4) 1.2 Motivate how you will use each diagram in Question 1.1. Do not copy from the study guide. (6) Downloaded by Vusi Xhumalo () lOMoARcPSD| 6 1.3 Differentiate between TWO (2) situations of division using the table below as a guide. Give TWO (2) examples per each situation. Do not copy what is in the study guide. (10) Division situation Problem structure Question asked Examples QUESTION 2: (20) Mr. Langa starts the lesson by drawing a few fraction examples on the board—and explains that fractions represent "parts of a whole." He gives some examples using simple numbers and then introduces fraction addition. However, as he demonstrates, he sticks to rules like "make the denominators the same" without explaining why that is necessary. He quickly notices confused faces and a lack of engagement from the learners. Most children find fractions very difficult to learn and understand. 2.1 Identify THREE (3) difficulties that grade 2 learners may experience with fractions. (3) 2.2 Elaborate in detail how they experience difficulties with each of the difficulties you mentioned in 2.1. (9) 2.3 List THREE (3) pedagogical practices and explain how Mr Langa could use these practices to make fractions more accessible and meaningful for his learners. (6) 2.4 Imagine you are teaching the same lesson about fractions: How would you incorporate physical manipulatives (concrete objects) to assist learners in visualizing what it means to find a common denominator? (2) Downloaded by Vusi Xhumalo () lOMoARcPSD| MFP1501/ASSESSMENT 2/0/2025 7 QUESTION 3: (40) Ms. Thuto, a Grade 2 teacher, wants to introduce her learners to the concept of transformations in geometry. She plans a hands-on activity using paper cutouts of various shapes (squares, triangles, and circles) to explore how shapes can be moved and changed into translation, rotation, and reflection while remaining the same. 3.1 Differentiate between regular polygon and irregular polygon. (2) 3.2 Design (for students with disabilities can paste pictures from the internet and provide a source) of THREE (3) regular polygons. Include a name and description (3x3) (9) 3.3 How would you introduce mathematics vocabulary like “translation,” “rotation,” and “reflection” in ways that are accessible to Grade 2 learners? (3x3) (9) 3.4 Critically discuss THREE (3) ways a shape can change or transform into a congruent shape. Make sure you motivate your discussion with drawings or pictures. Do not use those in the study guide. (15) 3.5 Calculate the area of a cylinder with a diameter of 12 cm and height of 30 cm. (5) QUESTION 4: (20) 4.1 Critically discuss hierarchical phases through which multiplicative thinking develops, which include one-to-one counting, additive composition, many-to-one counting, and multiplicative relations. Discuss each phase to show how best you understand it. N.B. It should not be the same. Be creative. (20)