MTE1501 Assignment 4 (COMPLETE ANSWERS) 2025 - DUE 31 August 2025

MTE1501 Assignment 4 (COMPLETE ANSWERS) 2025 - DUE 31 August 2025... Submission Due Date: 31 August 2025 Total Marks: 120 INSTRUCTIONS 1. This is a take-home assignment to be completed individually. 2. Answer all FIVE questions. 3. Write neatly and legibly. Ensure that each question begins on a new page. 4. Use full sentences and paragraph format where explanations are required. 5. Show all necessary working steps for calculation questions. Define the following: polygon, polyhedron, spatial object, and 2-D shape. Give one example of each that learners encounter in everyday life. Complete the table below by comparing cubes, rectangular prisms, and rectangular pyramids in terms of faces, edges, and vertices. Draw clear diagrams of a cube, a rectangular prism, and a rectangular pyramid, ensuring each shape is labelled and distinguishable. Explain Van Hiele’s Levels of Geometric Thought. ( Provide one question or task aligned to each of the first three levels in A learner calculated the area of an L-shape below using: 4 × 3 × 3 × 5 × 3 = 540 cm². Identify all the errors and explain how you would correct this misconception using constructivist methods. The file should include a completed and signed Honesty Declaration. Design a mathematics activity suitable for Grade 6 that integrates the concept of number operations with geometry (e.g., perimeter or area). Your task should: Identify the curriculum topic and expected learning outcomes Include a detailed description of the activity, including instructions, materials, and steps Explain how the activity supports both conceptual and procedural understanding ( Include at least ONE informal assessment question with expected answer Define mathematics using the three views presented in your study guide (instrumentalist/toolbox, Platonist, and system view). Provide one real-life or classroom example to illustrate each view. Describe one mathematical contribution from each of the following ancient civilisations: Babylonian, Egyptian, and African. Explain the real-world problem each sought to solve. Explain how you would introduce the concept of mathematics as a cultural human activity to Grade 4 learners. Include one historical example. Work out the value of the Babylonian number 2,30,30 in our decimal system. Show your steps.The Lebombo bone found in Swaziland had 29 notches. What might this imply about early number systems? Discuss with reference to patterns or counting systems. Compare procedural knowledge and conceptual understanding. Explain which one is more desirable in school mathematics and why. Provide an example from your own learning or teaching experience. Describe the five components of mathematical proficiency as explained in the study guide. For each, provide one way you would develop it in a classroom. Distinguish between instrumental and relational understanding. Use the example of a learner solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to connect mathematics to real-life contexts. Provide two examples of meaningful contexts for teaching number operations in Grade 5. Reflect briefly How has your view of mathematics changed since starting this module? Mention at least two ideas that shaped your thinking. Identify the curriculum topic and expected learning outcomes Include a detailed description of the activity, including instructions, materials, and steps Explain how the activity supports both conceptual and procedural understanding ( Include at least ONE informal assessment question with expected answer Define mathematics using the three views presented in your study guide (instrumentalist/toolbox, Platonist, and system view). Provide one real-life or classroom example to illustrate each view. Describe one mathematical contribution from each of the following ancient civilisations: Babylonian, Egyptian, and African. Explain the real-world problem each sought to solve. Explain how you would introduce the concept of mathematics as a cultural human activity to Grade 4 learners. Include one historical example. Work out the value of the Babylonian number 2,30,30 in our decimal system. Show your steps.The Lebombo bone found in Swaziland had 29 notches. What might this imply about early number systems? Discuss with reference to patterns or counting systems. Compare procedural knowledge and conceptual understanding. Explain which one is more desirable in school mathematics and why. Provide an example from your own learning or teaching experience. Describe the five components of mathematical proficiency as explained in the study guide. For each, provide one way you would develop it in a classroom. Distinguish between instrumental and relational understanding. Use the example of a learner solving ′36 ÷ 6′ to illustrate your answer. Explain why it is important to connect mathematics to real-life contexts. Provide two examples of meaningful contexts for teaching number operations in Grade 5. Reflect briefly How has your view of mathematics changed since starting this module? Mention at least two ideas that shaped your thinking. Define the number concept and number sense. Provide one activity for each that can be used in the Intermediate Phase.Draw a number line that includes the following: −4,−0.6,√2,2.5,3,4,