TMN3704/101/0/2020

ASSIGNMENT 02

ASSIGNMENT 02: COMPULSORY

CONTRIBUTES 6 MARKS TO YOUR YEAR MARK
Unique number: 534490
Due date: 22 May 2020

2.1 How do standard algorithms differ from student-invented strategies? Explain the
benefits of invented strategies instead of standard algorithms (give at least two valid
points). (2)

2.2 How can learners learn to write two-digit numbers in a way that they are connected to
the base-10 meaning of ones and tens? (4)

2.3 Use any method to explain the meaning of (6 x 3) and (3 x 6) to a Grade 5 leaner.
Illustrate it. (4)
2.4 A learner in your class states that the place value of the underlined digit in 129 345 is
3. How will you help the learner to eliminate this misconception? (3)
2.5 Pius travelled one-quarter of the journey to his destination. He still has to
cover 24 km to reach the third-way mark.

2.5.1 How many kilometres does he still have to travel to reach his destination? (Use a
diagram to help you.) (5)

2.5.2 Identify the mathematical concepts and skills (background information) that
learners need to master to be able to answer this question. Elaborate. (4)

2.6 Bengu makes the following sketches to compare the fractions and by drawing the

diagrams set out below. He then states that equals . Discuss Bengu's

misconception and illustrate how you will address it. (6)

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2.7 Compare the fractions by making use of the area model. (You should be

able to arrange the fractions from small to big) Make sure that you choose the whole
correctly and make accurate drawings. (6)

2.8 Develop an activity to assist Grade 4 learners to understand that the numerator and
denominator are not separate values but a single number. Use an area model to
illustrate your answer. (4)

2.9 If you share an eight-piece slab of chocolate among (i) 2 people, (ii) 4 people and (iii)
5 people, how much will each get? Illustrate your answer. (6)

2.10 Think out of the box now. In which industries is mathematics used? Motivate with
three relevant examples (6)

TOTAL = [50]

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 TMN3704/101/0/2020

ASSIGNMENT 03

ASSIGNMENT 03: COMPULSORY

CONTRIBUTES 6 MARKS TO YOUR YEAR MARK
UNIQUE NUMBER: 863900
DUE DATE: 16 JULY 2020

1. Write a short paragraph to answer the questions below. Highlight some of the important
aspects to consider when unpacking the CAPS document.
1.1 Explain the horizontal progression of common fractions for Grades 4 to 6. Illustrate
with examples.
(6)
1.2 Indicate the amount of time allocated to common fractions in Grade 4 and the terms
in which the topic is taught. (See page 34 of CAPS.)
(4)

1.3 Explain how the CAPS document clarifies the teaching of fractions in Grade 4. What is
the key focus of fractions in each term? (4)

2. “Clearly the twenty-first century requires a greater focus on a wider range of problem-
solving experiences and a reduced focus on learning and practicing by rote… The
decision requires in part a value judgment as to which needs are most important. But
new research can also inform our choices.” (Fuson 2003:301). Analyse the above quote.
What should you do less as a teacher of mathematics in the twenty-first century?
(6)

3. “A teacher’s goal is to help learners understand mathematics; yet understanding is

something that one cannot teach directly. No matter how kindly, clearly, patiently, or
slowly teachers explain, they cannot make learners understand.” (Lambdin 2003:11).
Analyse Lambdin’s statement. What do you need to avoid in your mathematics lesson?
(5)

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4. Refer to Activity 5.1 on page 97 of Tutorial Letter 501 to answer the following questions:

4.1. Analyse each of the assessment tasks from TIMSS (2011) to determine the item’s
cognitive domain and choose the correct option.
(10)

4.2. Show all your calculations to find the solutions to questions 1, 3 and 5.
(15)

TOTAL = [50]

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 TMN3704/101/0/2020

ASSIGNMENT 04

ASSIGNMENT 04: COMPULSORY

CONTRIBUTES 6 MARKS TO YOUR YEAR MARK
UNIQUE NUMBER: 548619
DUE DATE: 15 SEPTEMBER 2020

1. Do activity 2.2 on page 33 of Tutorial Letter 501. (15)

2. Consider the media resources below. Describe how you would use them in a lesson if the
objective for the learners is as follows: “Describe, sort and compare 3-D objects in terms
of …”

a) Number and shape of faces

b) Number of vertices

c) Number of edges (CAPS 3.2 Properties of 3-D objects Grade 6)

(20)

3. Develop one learning activity that links the content (3-dimensional objects) with learners’
real-life situation.
(5)

4. Explain two ways to name a hexahedron which is a pyramid. (4)

5. 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. Why
do you think this is important? Give two reasons.
(2)
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6. Complete the following to show the fractional relationships between the figures. Illustrate
(8)

a. is _____________ of

b. is _____________ of

c. is _____________ of

d. is _____________ of

7. MEASUREMENT

7.1. Identify a topic on measurement that will be suitable for teaching through small-group
work. Explain why learners might learn more about the topic by being involved in group
work.
(10)

7.2 Answer the following questions:

7.2.1 Develop an assessment task on calculations for converting kilolitres, litres and
millilitres. (10)

7.2.2 Develop an analytic rubric to assess learners’ responses on the task you
developed. (5)

7.3 Briefly describe the key features of a project and an investigation as forms of
assessment recommended for Mathematics (6)

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7.4. In order to practically clarify the characteristics of an investigation, develop an

activity to investigate the relationship between the surface area and volume of
rectangular prisms.
(5)

7.5. Do activity 2.20 on page 32 of TUT Letter 501. (10)

TOTAL = [100]

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