TMN3704 ASSIGNMENT. TEACHING MATHEMATICS IN THE INTERMEDIATE PHASE TMN3704 YEAR MODULE ASSIGNMENT
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Course
TMN3704 ASSIGNMENT.
Institution
TMN3704 ASSIGNMENT.
TMN3704 ASSIGNMENT.
TEACHING MATHEMATICS IN THE INTERMEDIATE PHASE TMN3704 YEAR MODULE ASSIGNMENT
ACTIVITY 1: Specification of Content
1.1 Define the concept "lesson plan". (2)
A lesson plan is a teacher's comprehensive outline of the curriculum for a particular subject and grade level. A...
TMN3704 ASSIGNMENT.
TEACHING MATHEMATICS IN THE
INTERMEDIATE PHASE TMN3704 YEAR
MODULE ASSIGNMENT 03
FOCUS: INVESTIGATION AND
PROJECT DEPARTMENT OF
MATHEMATICS EDUCATION
UNIQUE NUMBER: 169669
DUE DATE: 2022-08-
01 23:00 STUDENT
NUMBER:
,ACTIVITY 1: Specification of Content
1.1 Define the concept "lesson plan". (2)
A lesson plan is a teacher's comprehensive outline of the curriculum for a particular
subject and grade level. A lesson plan serves as the instructor's roadmap for leading a
class. It typically includes the objective (what students should learn), the strategy
(how the objective will be delivered and carried out), and a means of gauging the
success of the objective (usually via homework assignments or testing). A teacher's
goals for what students should achieve and how they will learn the material are laid
out in this plan.
1.2 Identify and explain two key concepts from the definition of a lessonplan. (4)
Objective
One of the most crucial elements of a lesson plan is the purpose of the lesson.
The lesson's objectives specify what the students will learn and how their learning
will be evaluated. On the day of the lesson, you can write the aim on the board
once you've written it in the lesson plan. In order for pupils to understand the aim they
are working toward, teachers typically review objectives with them each day and
revise them as needed.
Materials/Resources
You might have more time to concentrate on teaching if you prepare the materials
before the class. Creating bullet points for any material you and the students could
need during the session is one way to format the content section of a lesson plan. Here
are some materials that are frequently used in lessons that you might want to add to
your list: Textbook, Pen or pencil, Lined paper and Printed copies of worksheets
1.3 Complete Table A below. (1)
Grade_6
Topic Common Fractions
Term 1
Key concept Calculations with fractions
Concepts, skills and number range Addition and subtraction of common
fractions with denominators which
are multiplesof each other.
, 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)
a) Decimal fractions
b) Percentages
c) equivalence
1.4.2 How much time is allocated to the topic ‘common fractions’ in Grade 6?
(1)
● 5 hours
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)
Grade 5 Grade 6
Calculations with fractions: Calculations with fractions:
● Addition of common fractions with ● Addition and subtraction ofcommon.
the same denominator. ● fractions in which one denominator
● Recognize, describe and use the is a multiple of another.
equivalence of division and fractions ● Addition and subtraction of mixed
Numbers Fractions of whole
numbers.
ACTIVITY 2: Lesson planning
2.1 What is your understanding of the aim of a lesson? (2)
Aim of a lesson frequently outline what the instructor hopes students will know or
have accomplished at the end of a lesson. Aim of a lessons might be communicated to
students or created in conjunction with them. This may contribute to a feeling of
progress and purpose.
2.2 What is the difference between teacher-centred media resource and learner-
centred media resource? (4)
Teacher-centred media resources
a media resource that enables you to help students transfer teacher "expert"
information. To pique students' attention and advance their understanding of the
mathematics being taught, teachers can employ media resources in a mathematics
session. This conventional method is teacher-centered and disperses knowledge to
the student. When you bring a clock face into your
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