TMN3704/102/0/2022

Tutorial Letter 102/0/2022

Teaching Mathematics in the Intermediate Phase

TMN3704

Year module

DEPARTMENT OF MATHEMATICS EDUCATION

This tutorial letter contains Assignments 02, 03 and 04 and an

explanation on how to approach them.

BARCODE

Open Rubric
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Dear Student,

1. HOW TO APPROACH THE ASSIGNMENTS

This tutorial letter contains an exposition of the requirements for the assignments for
TMN3704. Before you start your assignments, make sure that you go through Tutorial Letter
101 for important information on teaching, learning, assessment and how to search for
information. When doing the assignments, also ensure that you understand what you have
been asked to do. Check the marks for your assignments and what percentage of the final
mark they constitute. This will help you decide how much time to spend on each.

Read the assignment questions or task slowly and carefully. As you do, ask yourself:

• What is the question about? What is the topic?

• What does the question mean?
• What do I have to do?

Avoid tedious explanations, repetitions and unnecessary information. However, support your
descriptions/explanations with relevant sources, writing the information in your own words. I
want to hear your voice/opinion/views. An assignment must be provided with adequate
headings and sub-headings, which must be numbered clearly and in a consistent manner.
Formulate your own point of departure and provide reasoned arguments to support and
qualify it. You must also ensure that you take care of the technical quality of the document
when writing the assignment. This includes using the required referencing style (preferably
APA or Harvard) and adding a list of references.

NB:
Citations – appear within the body of your essay.
References – appear at the end of your essay, in a special format

Please note that Assessment file/written assignments/assignment answers mean one and
the same thing in the context of this module.

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To complete this module, you will be required to submit four compulsory assignments (read
more about this in Tutorial Letter 101). Table 1 provides additional information on
assignments

TABLE 1: Information on Assignments

Assignment Unique Mark Weighting Due date Type of

number Numbers allocation questions and
the cognitive
level(s) of each
assignment
01 182712 25 25% 2022 04 19 Multiple-choice
23:00 questions
Knowledge and
understanding
02 158467 100 25% 2022 05 23 Short questions
23:00
Knowledge and
understanding
03 168950 100 25% 2022 06 27 Investigation
23:00
Applying and
analysing
04 169669 100 25% 2022 08 01 Development of
23:00 the lesson plan
Evaluating and
creating

ASSIGNMENT 01 [50]

Unique Number Due date

182712 2022 04 19 23:00

Questions for Assignment 1 have been uploaded on myUnisa. It is therefore important for
you to log on to myUnisa and answer the questions as per the given instructions.

MARKING GUIDES

The memoranda and rubrics serve as guides to mark your assignments.

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Very important information

• Ensure that you always check for new information under the tabs Additional
Resources and Announcements on myUnisa.

• Use the services of e-tutors to assist you in this journey.

MORE INSTRUCTIONS
• Your ASSESSMENT file must be submitted under the correct module code.
Assessment files that are submitted under the incorrect module code will not be
marked. Read the instructions carefully and save the file in the required format
(YourStudentNumber_ModuleCode, e.g 12345678_TMN3704.pdf).

• Remember to complete the Honor Pledge (declaration of academic honesty-see

the last page of this TUT Letter) for each assignment and attach it to your
assignment file and submit as one PDF document.

• Make sure all your pages are converted into a single PDF document for
uploading. The file must be saved as a PDF document before it can be submitted.
You can only submit one assessment file. Please do not submit individual pages.

• Students must upload their assessment file in a single PDF file (your assessment file
must not be password protected or uploaded as “read-only” files)

• NO emailed assessment file will be accepted.

• Students are advised to preview submissions (assessment files) to ensure legibility

and upload the correct assessment file.

• Students suspected of dishonest conduct will be subjected to disciplinary processes.

UNISA has a zero-tolerance for plagiarism and/or any other forms of academic
dishonesty.

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• Once you have submitted, you will receive a confirmation message on the screen.
Make a screen copy for your records. This is your proof that your assessment file
was submitted. It is advisable to print this page or make a screen capture for record
purposes.

GOOD LUCK AND STAY FOCUSSED

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ASSIGNMENT 02 [100]

ASSIGNMENT 02: COMPULSORY

FOCUS: SHORT QUESTIONS ON TEACHING
AND LEARNING MATHEMATICS
CONTRIBUTES 25% TO YOUR YEAR MARK
UNIQUE NUMBER: 158467
DUE DATE: 2022 05 23 @ 23:00

2.1 Briefly discuss what learners' mathematical thinking involves. How can you, as the
teacher, support learners to express and clarify their own thinking? (5)

2.2 Learners may begin to lose track of some numbers when they use the break-up
strategy to do calculations. Using brackets is helpful to show the grouping of
numbers and so help learners to keep track of what they are doing. Use the
distributive property to multiply (96 × 85) and check the reasonableness of the
answer. (The example on page 76 of the CAPS document provides guidance on how
to simplify this problem.) (5)

2.3 In Grade 5, learners are expected to demonstrate knowledge and skills in multiplying
a 3-digit number with a 2-digit whole number. The skill assessed in Figure A was the
ability to use the vertical-column method in multiplication. Closely look at how Phina
solved the problem and answer the questions that follow.

4 5 6 4 5 6 4 5 6
x 6 4 x 4 x 6
2 0 0 4 2 0 0 4 3 0 0 6
3 0 0 6
5 0 1 0
Figure A: Phina's solution
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2.3.1 What is the common error that Phina made? Explain fully and use the correct
mathematical language when interpreting your facts. (4)
2.3.2 Where do you think the main problem is (root cause)? Explain (2)
2.3.3 What is the possible remediation? Explain and illustrate. (4)

2.4 "The teaching and learning of Mathematics aims to develop a critical awareness of
how mathematical relationships are used in social, environmental, cultural and
economic relations" (DBE 2011, p.8).

2.4.1 Design an instructional activity that could help learners recognise that decimal
fractions can be applied across environmental situations (relating to activities
in real life). (4)

2.4.2 Learners have to demonstrate knowledge and skills in calculating quantities

such as mass, length, perimeter, temperature and the volume of objects. When
teaching conversions, emphasis must be placed on multiplication by a
thousand (since "kilo" means thousand) and one thousandth (since "milli"
means one thousandth). Design an instructional activity to explain how you
would teach grade 4 learners the conversion of units when measuring length.
Refer to page 25 of the CAPS document, the second bullet under
‘Calculations and problem-solving involving length’. Your focus should be
on whole numbers (8)

2.5 What is the difference between relational understanding and instrumental

understanding? (2)

2.6 Although relational understanding is often thought to be a better alternative to

instrumental understanding, there are advantages and disadvantages to both. Briefly
state the advantages and disadvantages of each. (4)

2.7 Describe four advantages of using media in teaching mathematics. (4)

2.8 How would you use a teacher-centred media resource to explain the meaning of
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(7 × 9) to a Grade 5 leaner? Use two different illustrations to show your
understanding. (6)

2.9 How could you (as the teacher) assist learners to use a clock or watch as a learner-
centred media resource to build their understanding of numbers? [Hint: To answer
this question, choose any topic (NOT TIME) under Whole Numbers to illustrate your
understanding of the use of media resources.] It is also important to draw a sketch of
a clock/watch to which you can refer. (5)

2.10 What is your understanding of cognitive strategies? (2)

2.11 According to Herbert et al. (1997), effective mathematics teaching is focused on

having learners make sense of mathematics. How would you as the teacher promote
this understanding in your lessons? Explain and provide an example to illustrate your
answer. (4)

2.12 As a teacher, you make decisions that will either discourage or promote an effective
teaching environment for mathematics. Consider the following examples of teaching
and complete the Table 2 to illustrate your understanding of an effective teaching
strategy: (6)
Table 2: Teaching environment for Mathematics
Teaching strategy Choose the appropriate Elaborate
option: More effective or less
effective teaching strategy
Mr Bengu asks learners a
question that begins with "What
would happen if …?"

To keep learners interested in

mathematics, Mrs Naidoo works
out problems for her learners and
"magically" comes up with
answers.

2.13 The general view is that there is no preferred method or approach to teaching and
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learning mathematics. The important thing is to make sure that you as the teacher
differentiate your lesson/teaching based on ability and ensure that you provide
sufficient support to learners in your class. Briefly discuss the following strategies
and explain how each supports the effective teaching of mathematics.
a) Inquiry approach (3)
b) Brainstorming approach (3)

2.14 Visit the e-tutor site for more information on this question. (5)

2.15 Visit the e-tutor site for more information on this question. (5)

2.16 Briefly explain how you could innovatively use the following strategies to facilitate
your lesson:
a) Problem-based learning (3)
b) Jigsaw (3)

2.17 Adequate knowledge of the content, coupled with the knowledge of the learners,
enables the teacher to plan and modify his/her teaching. Do you agree with
statement? Motivate (2)

2.18 What are the advantages of using manipulatives when teaching mathematics? (2)

2.19 How could you use the base ten blocks to help learners learn the basics of place
value? Provide an example to illustrate your answer. (4)

2.20 The integrated curriculum mode, sometimes referred to as integrative teaching, is

both a method of teaching and a way of organising the teaching programme so that
many subject areas and skills provided in the curriculum can be linked to one
another. Provide an example of how you, as the teacher, could use the content in
Natural Sciences as a vehicle for mathematical skills development. (5)

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ASSIGNMENT 03 [100]

ASSIGNMENT 03: COMPULSORY

FOCUS: INVESTIGATION AND PROJECT
CONTRIBUTES 25% TO YOUR YEAR MARK
UNIQUE NUMBER: 168950
DUE DATE: 2022 06 27 23:00
NO EXTENTION WILL BE GIVEN.

This assignment is designed to have you as the student work through and master all the
fundamentals needed to understand the relationships that will enable learners to describe
the rules generating patterns. The task involves an investigation, and it is aimed at
promoting critical and creative thinking. It is used to discover rules or concepts, and involves
inductive reasoning, identifying, or testing patterns or relationships, drawing conclusions and
establishing general trends. The investigation comprises three tasks, namely, analysing
definition of mathematics, investigating patterns, and solving problems related to patterns.

TASK 1: DEFINITION OF MATHEMATICS

"Mathematics is a language that makes use of symbols and notations to describe numerical,
geometric and graphical relationships" (DBE 2011, p.8). Identify any four key concepts from
this definition and give an example of each. (8)

TASK 2: READ PARTS A AND B WITH UNDESRATANDING (0)

PART A: Read Section 4.3.6.4 in the TMN3704 Study Guide

PART B: Read and explore concepts and skills covered in Geometric patterns (Topic 2.2).
Refer to page 19 of the CAPS document.

CONTENT AREA: Patterns, Functions and Algebra

CONCEPTS AND SKILLS: Investigate and extend patterns

OBJECTIVES: The following statements describe specific skills that Grade 6 learners are
expected to master by the end of the lesson
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• investigate and extend geometric patterns, looking for relationships or the rules of
patterns:
✓ represented in physical or diagrammatic form
✓ sequences not limited to constant difference or ratio
✓ of learners' own creation
✓ represented in tables
• describe the general rules for the observed relationships(See Topic 2.2 on page 19 of
the CAPS document

TASK 3: EXPLORING PATTERNS

Main aim of the investigation: In this investigation, you will explore patterns within the
triangle which was found and explained by Pascal.

Follow the steps as outlined to do the task.

Step 1: The sketch of Pascal triangle (10)

1.1 What is your understanding of a Pascal Triangle?

1.2 Draw a triangle and name the rows: Row 0 – Row 6.
1.3 Write down all the numbers in each row.
1.4 Extend the pattern by adding and completing Rows 7 – 10.

Step 2: Explain how you have built the Pascal triangle. (3)

Step 3: Define any two mathematical concepts used in Step 2 and provide one example of
each. (4)

Step 4: Investigate any pattern that you can find in the Pascal triangle. Use the layout below
to answer this question. (Do not copy the example below. Investigate your own pattern)

Example: In this example, the focus is on investigating and describing rules of patterns:
‘Sum of the rows in a Pascal Triangle’

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Example: PATTERN 1

Topic: Sum of Rows in a Pascal Triangle (2)

a) Investigate and extend patterns (3)

Identify and extend the pattern by including three more rows and name each row.

(For example: The sum of Row 1= 1; The sum of Row 2 = 2, The sum of Row 3 = 4 etc.)

b) Forms of representation or expression: Translate these geometric sequences into

tables. At this stage, you must have the opportunity to see that sometimes changing
the form of representation(geometric to verbal, or to a flow diagram, or to a table) can
help you understand the pattern in different ways. (3)
Example:
Row 1 Row 2 Row 3 Row 4 Row 5
1 2 4 8 16

c) Write in your own words the general rules for the observed relationships
(pattern). At this stage, you are expected to describe in your own words the general
rules for the observed relationships. To do this, you need to discuss how you made
the pattern or answer the question "How do I get from one stage in the pattern to the
next?" For example: If we look at each row of Pascal triangle, we can see that the
sum of each row is a power of 2. (4)

d) Write the nth term that describe the patterns: 2n (2)

e) Represent the information using a flow diagram. Refer to the CAPS document or
any mathematics textbook for more information on flow diagrams. (6)

Step 5: Design an instructional activity that could help learners understand the pattern you
have explored in Step 4 (6)

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Step 6: Patterns can provide a clear understanding of mathematical relationships. This can
be seen very clearly in the form of multiplication tables. 3 × 2; 3 × 3; 3 × 4 are clearly
examples of the relationship pattern found in multiplication. Provide two more examples of
relationship patterns found in mathematics. Describe the pattern in each case. (NB: Do not
use the multiplication tables). (8)

Step 7: Briefly discuss any two best practices for designing effective marking rubrics. (4)

Step 8 Develop an assessment task (for grade 6 learners) on patterns with special focus on
description of patterns from modern everyday life or cultural heritage. (10)

Step 9: Develop an analytic rubric to assess learners’ responses to the task developed in
step 8 above (8)

Step 10: Write an instructional activity on how you would introduce patterns to Intermediate
Phase learners (6)

Step 11: Determine the rule for the flow diagram drawn below (4)

Step 12: Extend the pattern by adding three more numbers and describe the rule for each
sequence (9)

i. 1; 8; 15…

ii. 2; 6; 18; 54…

iii. 3; 12; 48…

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ASSIGNMENT 04 [100]

ASSIGNMENT 04: COMPULSORY

FOCUS: LESSON PLANNING
CONTRIBUTES 25% TO YOUR YEAR MARK
UNIQUE NUMBER: 169669
DUE DATE: 2022 08 01 23:00
NO EXTENTION WILL BE GIVEN

This assignment is designed to have you as the student work through and master all the
fundamentals needed to develop a lesson plan on a given topic (Common fractions) at a
given level (Grade 6). It will also give you the opportunity to apply the knowledge you have
gained, to improve your classroom practice. The assignment focuses on the processes
involved in planning a lesson. You will be developing a lesson plan for a single lesson in a
series of lesson activities on common fractions. The single lesson you will design, although
forming part of the greater topic "Common fractions", has a specific focus, namely,
calculations with fractions. In developing the lesson plan, you need to bear in mind the steps
involved, as well as the description of what each component of a lesson plan entails. Do
Activities 1 to 7 below to check your understanding, independence and critical thinking.

ACTIVITY 1: Specification of Content

1.1 Define the concept "lesson plan". (2)

1.2 Identify and explain two key concepts from the definition of a lesson plan. (4)

1.3 Complete Table A below. (1)

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Table A: The focus of the lesson

Grade_6

Topic ______________

Term 1

Key concept Calculations with fractions

Concepts, skills Addition and subtraction of common fractions with

denominators which are multiples of each other.
and number range

1.4 Carefully study the details of the topic as it is presented in the CAPS document and
then answer the following questions:

1.4.1 In which terms are common fractions taught in Grade 6? (2)

1.4.2 How much time is allocated to the topic ‘common fractions’ in Grade 6? (1)

1.4.3 How does the key concept 'calculations with fractions’ develop from Grade 5 to
Grade 6? In other words, what is the level of complexity of this key concept in
specified grades? (3)

ACTIVITY 2: Lesson planning

2.1 What is your understanding of the aim of a lesson? (2)

2.2 What is the difference between teacher-centred media resource and learner-centred
media resource? (4)

2.3 How could you (as the teacher) assist learners to use a learner-centred media
resource to build up their understanding of ‘addition of common fractions with the
same denominator? Motivate with relevant examples. (5)
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2.4 Learning is a process of continually restructuring prior knowledge, not just adding to
it. Good teaching and learning provide opportunities for learners to connect what they
are learning to their prior knowledge. Do you agree or disagree with this view?
Motivate (3)

2.5 Complete the general information in Figure A as part of your lesson plan. (NB: Key
concepts and skills stated in Table A will always guide the design and delivery of a
lesson plan). (2)

Mathematics lesson plan

General information Lesson aim (What do you as a

teacher want to achieve, to
School:____________________
teach/facilitate?)
Subject:_________________________
____________________________
Duration of the lesson:_______ minutes

Grade:__________________________

Topic: __________________________
Prior knowledge
Date:____________________________
____________________________
Resources:_________________________

Class size:_________________________

Other important information:

____________________________________

Figure A: General information of a lesson plan

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ACTIVITY 3: Lesson planning

As part of your planning, you have to decide what your learners should be able to do after
they have learnt something that you have taught (the learning objectives for teaching of
common fractions, in this instance). Beginning your planning with the learning objectives in
mind will also help you to ensure that your tasks and activities are appropriate and will help
your learners to achieve the objectives.

3.1 Complete Table B to illustrate your understanding of learning objectives. (4)

Table B: Formulation of learning objectives

Verb Define or describe the verb. Is it a suitable verb for an objective?

Acknowledge the source Elaborate.

Understand

Compare

3.2 Write down the objectives that you want your learners to have achieved at the end of
the lesson. (NB: Objectives are derived from the concepts and skills identified in the
instructional analysis. In this case refer to the information completed in Table A) (2)

3.3 It is important to always inform the learners about the objectives of the lesson. Do you
agree or disagree with this statement? Motivate. (2)

3.4 Identify teaching strategies used in Mathematics and reflect on the one strategy that
you consider most suitable to unpack the concept of ‘Addition and subtraction of
common fractions with denominators which are multiples of each other. Provide
reasons for your choice. (2)

3.5 Identify approaches that you think are important for the effective teaching of
Mathematics. Briefly discuss the one you would use for the lesson on ‘Addition and
subtraction of common fractions with denominators which are multiples of each
other’. Your response should be framed in terms of how children learn. (2)

3.6 What is the difference between the learning objective and the aim of the lesson? (2)
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3.7 One of the strategies that teachers could follow in the "before phase" of the lesson to
get learners mentally prepared, is to have them restate the problem in their own
words. Give two reasons why this is important. (2)

ACTIVITY 4: Lesson development

The main aim of this part of the lesson is to describe the teaching activities, that is, what you
will do and say in the lesson. More importantly, you also have to state the learning activities,
which is what the learners will do and may say. This section of the lesson plan should reflect
that your lesson is learner-centred, by stating a lot more about what the learners will do than
what the teacher will do. It should show learners as active participants rather than passive
receivers of information.

4.1 What is your understanding of a learning strategy? (2)

4.2 Provide two examples of learning strategies related to the topic of this lesson. (2)

4.3 In what way do the strategies you have selected in 4.2 above support a
developmental approach to teaching mathematics? (2)

4.4 Complete PART B of Figure B. (10)

PART A: The main part of the lesson: The instructional activities should be about what you, as
the teacher, are going to do. To create a unique classroom atmosphere, according to Fraser
(1998), teachers have to become innovative and use unique teaching methods and activities.

Part B: The role of the teacher (What will you do and say?)

1. How would you introduce the lesson? (10 minutes)

2. How would you develop the lesson? (50 minutes)

3. How would you consolidate your lesson? (5 minutes)

Ensure that your instructional activities address all the concepts and skills identified in Table A.
Develop such activities to explore the concept of ‘Addition and subtraction of common fractions
with denominators which are multiples of each other’

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Figure B: Development of the fraction concept

4.5 Briefly discuss any two challenges that learners might experience in learning ‘addition
and subtraction of common fractions with denominators which are multiples of each
other’. How could you (the teacher) address the identified challenges? (6)

4.6 Briefly discuss two tips that will help in the management of the learners' behaviour.
(4)

ACTIVITY 5: Assessment

To design good assessment tasks, you need to check your intended outcomes against the
type of assessment task that you intend to use or have in mind. Ask yourself the following
questions:

● Will my task be a fair and reasonable measure of the intended learning outcomes?

● Will my task allow learners to show what they can do, what they know, or what they
appreciate/value?

5.1 Complete Figure C by responding to questions a) to c)

Assessment

Assessment Task (3)

a) Set up an assessment task for your learners to do at the end of your lesson. It
should cover the main aspects of the topic (addition and subtraction of common
fractions with denominators which are multiples of each other). In other words,
the assessment tasks designed should create the opportunity for learners to
demonstrate or display the nature and depth of their learning.

Classwork and homework: (1)

b) Why do you think is necessary to give learners classwork or homework?

Inclusivity .(2)

c) How could you accommodate the diverse needs of the classroom, especially
those learners who need more time to complete the task and those who finish

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the task in a short space of time?

Figure C: Assessment activities

5.2 Consider the three TIMSS assessment cognitive domains of Knowing, Applying and
Reasoning discussed in your study guide, and the topic ‘Addition and subtraction of
common fractions with denominators which are multiples of each other’. Construct
three assessment tasks, one for each domain, in line with the key concepts and skills
outlined in Table A (9)

5.3 Develop a marking guideline that you will use to mark the tasks developed in 5.2. (5)

5.4 What is your view on the following statement: "Moderation is likely to work best when
it is based on the fact that assessments are designed so that they are clearly linked to
the intended learning outcomes." (2)

5.5 Why do you think progress moderation (during the marking process) is critical to
make dependable, evidence-based decisions about assessment? Motivate (2)

ACTIVITY 6: Material development

What are your views on the following statement? “I think, and I understood that as a teacher
preparing my activities and materials is always better and effective than using readily
available material and activities”. (2)

ACTIVITY 7: Observation of learners’ learning

Briefly discuss the importance of the observation and assessment of learners' learning by
answering the following questions:

7.1 What are the reasons for observing learners' learning? (2)

7.2 At what stage of your teaching do you use observation and why? (2)

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STUDENT DECLARATION OF ACADEMIC HONESTY FORM

DEPARTMENT OF MATHEMATICS EDUCATION
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit all your assignments
for this module.
Assignments without the form will be cancelled and returned unmarked

The Department of Mathematics Education places specific emphasis on integrity and ethical
behaviour with regard to the preparation of all written work submitted for academic assessment.

Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at
any time feel unsure about the requirements, you must consult your lecturers before you submit
any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or fellow
student without acknowledging the source and submitting it as your own work. In truth, you are
stealing someone else’s property. You may not use another student’s work. You may not allow
anyone to copy or use your work with the intention to submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a
serious violation of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must be attached to the assessment file (written assignments).
Your assignment will be cancelled and returned unmarked if you do not include a fully completed
and signed declaration form.

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TMN 3704 Assignment 2/3/4

I (full names): _____________________________________________

Student number: ________________________Module: _____________

Declare that…

1. I understand what plagiarism entails and am aware of the University’s policy in this regard.

2. I declare that this assignment is my own original work. Where I used someone else’s work,
whether a printed source, the internet or any other source, I give the proper acknowledgement
and include a complete reference list.

3. I did not use another current or previous student’s work and submitted it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as
his or her own work.

Signature _________________________________Date: ____________________________

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