MIP1502
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 JUNE 2025
, Mathematics for Intermediate II
QUESTION 1
1.1 Introducing Algebraic Thinking in the Foundation and Intermediate Phases
1.1.1 Pedagogical Benefits
Benefit 1: Introducing algebra early helps children to start understanding patterns and
relationships in numbers. For example, when learners notice that each row in a table
increases by the same amount, they are beginning to think algebraically. This builds a
strong base for future topics like equations and functions.
Benefit 2: It also improves problem-solving skills. When learners are taught how to
generalise and think logically from an early age, they learn to find solutions even when
problems are presented in unfamiliar ways. This critical thinking is useful in both maths
and daily life.
1.1.2 Common Misconception and Solution
A common mistake learners make is thinking that the equal sign (=) means "the answer
comes next" instead of "both sides are the same." For example, they might say 3 + 4 =
7 + 2 because 7 + 2 is after the equal sign, not understanding balance.
How to Address It: Use balance scales or number sentences like 3 + 4 = 5 + 2 to teach
that both sides must be equal, not just a sequence.
1.1.3 Justification for Early Algebra
Starting algebra early makes the shift into more formal algebra in later grades smoother.
When learners are already used to using symbols and patterns, they will find it easier to
understand variables, expressions, and equations in senior grades.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 9 JUNE 2025
, Mathematics for Intermediate II
QUESTION 1
1.1 Introducing Algebraic Thinking in the Foundation and Intermediate Phases
1.1.1 Pedagogical Benefits
Benefit 1: Introducing algebra early helps children to start understanding patterns and
relationships in numbers. For example, when learners notice that each row in a table
increases by the same amount, they are beginning to think algebraically. This builds a
strong base for future topics like equations and functions.
Benefit 2: It also improves problem-solving skills. When learners are taught how to
generalise and think logically from an early age, they learn to find solutions even when
problems are presented in unfamiliar ways. This critical thinking is useful in both maths
and daily life.
1.1.2 Common Misconception and Solution
A common mistake learners make is thinking that the equal sign (=) means "the answer
comes next" instead of "both sides are the same." For example, they might say 3 + 4 =
7 + 2 because 7 + 2 is after the equal sign, not understanding balance.
How to Address It: Use balance scales or number sentences like 3 + 4 = 5 + 2 to teach
that both sides must be equal, not just a sequence.
1.1.3 Justification for Early Algebra
Starting algebra early makes the shift into more formal algebra in later grades smoother.
When learners are already used to using symbols and patterns, they will find it easier to
understand variables, expressions, and equations in senior grades.
