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SDMATO4 PORFOLIO ASSIGNMENT 2022 CODENUMBER: 685869
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SDMAT04 allanswers
SDMAT04
ASSIGNMENT 04
PortfolioUNIQUE
NUMBER: 685869
MORWAMABATJI MAXWELL
,ASSIGNMENT 04 Portfolio
UNIQUE NUMBER: 685869
Closing date: 29 August 2022
1.1 “Why is planning in the teaching of Mathematics important? Discuss by giving at least 5 valid
arguments.”
One of the most essential talents you can develop is the ability to organize lessons that are
effective. A solid lesson plan is essential for a variety of reasons, not the least of which is the hope
that learning will occur during the lesson. Not only Is this because well-planned lessons produce
engaging, difficult, and not only because planning is intimately related to the equally important
The difficult (but frequently more obvious) problem of efficient classroom management.
• A successful lesson plan that actively engages the class will make you feel more confident.
• In the classroom and provides you with a sound basis for managing the class successfully.
A good lesson plan goes a long way towards preventing classroom problems.
• It provides teachers with the chance to deliberate over the lesson they choose to teach.
• It provides teachers with the chance to ponder over the course objectives,jectives,
• It provides teachers with the chance to carefully consider the lesson objectives they
select.
1.2Using the seven essential elements that a teacher should consider when planning a quality lesson
for a mathematics class, describe how you would plan a lesson on teaching ‘the hyperbolic graph,
7 essential elements for planning for hyberbolic lesson
1. Begin with maths –
• mention new ideas the learner must construct Based on the information provided, the learner
must consider how a hyperbolic graph should seem and how it differs from other graphs. To
visualize the relationship in terms of graphs, they must consider hyperbolic functions.
2. Consider learners
-accessible ideas but not straightforward.
• They must know how constant variable a and q affect the graph also the effect of p and q on the
graph.
3. Decide on a task
• Not too much detail Determine the shape of the graph when a change and showing all the
asymptotes. Write down the asymptotes and draw them on a set of axes.
• Determine the y-intercept: let x = 0 Determine the x-intercept:
• let y = 0
• Draw the newly formed graph Vertical asymptote: x + p = 0 Horizontal asymptote: y = q
4. Predict what will happen
, Predict difficulties and strategies to migrate.
• When a is higher or less than 1, leaners will struggle to determine the range of the graph.
They should be aware that the graph will lay further away from the axes. As a result,
learners must understand that if the supplied value of the constant an is positive, the range
will be different; nevertheless, when the constant an is negative, the only thing that must be
understood is how the constant an affects the graph.
5. Articulate learner responsibility.
-Learners should report/discuss ideas.
• During the lesson presentation, learners will have the opportunity to contribute their
thoughts on how to approach the topic or answer the questions. The teacher also talks with
the students about how simple the topic or questions can be made.
6. Plan the “before” portion
Present tasks and let learners’ brainstorm.
• I'll use the lesson plan's questions to guide the presentation so that learners are asked
questions to determine whether or not they grasp.
7. Plan the “during” portion
-Plan for hints and give time frame
• Learners will be given classwork during the lesson presentation, and the teacher will be
willing to facilitate them by providing them tips on how to answer the question. Learners
must first dual what they've been given, including the signs of constant variables and
everything else on the graph. They must figure out that whatever type of graph they will get
and which quadrants it will be in
1.3 In which ways can a learner’s knowledge of procedures be assessed when drawing graphs in 1.2?
Give at least five valid points
1. If the sign value of q is positive, ask the learner to predict where the graph of f(x) will be shifted.
2. Assuming that the sign value of the constant an is positive, ask the learner which quadrant the graph
will be in.
3. Inquire of the student how the value of constant P affects the graph.
4. Ask the learner whether the hyperbolic function whether hyperbolic function has asymptotes or not,
and to produce them.
5. Inquire about how the sign of a constant influences the range of a graph of f (x).
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