TMS3726
Assignment 3
Unique No:743673
DUE 27 August 2025
, Assessment 3 Unique number: 743673
Submission due date: 27 August 2025
Question 1
Name and Surname:
Student Number:
Title: Teaching Linear Relationships
through Real-life Problem Solving and
Scaffolding
In my recent teaching practice, I trialled a
My post in Forum 5 lesson on linear relationships (Grade 9). I
noticed learners learn best when abstract
symbols are connected to real contexts
and when scaffolded practice moves from
guided to independent work. For Forum 5
I want to share a lesson sequence and
ask for suggestions on differentiation and
assessment.
Key points from my trial
1. Start with a real context: I used a
simple taxi fare scenario (flat fee +
cost per km). Learners first
discussed possible variables in
pairs and wrote informal rules in
words before we introduced
algebraic symbols. This reduced
anxiety when variables appeared.
Assignment 3
Unique No:743673
DUE 27 August 2025
, Assessment 3 Unique number: 743673
Submission due date: 27 August 2025
Question 1
Name and Surname:
Student Number:
Title: Teaching Linear Relationships
through Real-life Problem Solving and
Scaffolding
In my recent teaching practice, I trialled a
My post in Forum 5 lesson on linear relationships (Grade 9). I
noticed learners learn best when abstract
symbols are connected to real contexts
and when scaffolded practice moves from
guided to independent work. For Forum 5
I want to share a lesson sequence and
ask for suggestions on differentiation and
assessment.
Key points from my trial
1. Start with a real context: I used a
simple taxi fare scenario (flat fee +
cost per km). Learners first
discussed possible variables in
pairs and wrote informal rules in
words before we introduced
algebraic symbols. This reduced
anxiety when variables appeared.
