Mathematics for Intermediate II - MIP1502 (MIP1502)
Institution
University Of South Africa (Unisa)
Book
Teaching Mathematics in the Foundation Phase
Well-structured MIP1502 Assignment 2 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!). Question 1
1.1 Discuss why mathematics teachers in primary school must be concerned with
the concept of equality as soon learners start writing symbols for number
operation...
Exam (elaborations) EMA1501 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 3 June 2024 Course Emergent Mathematics - EMA1501 (EMA1501) Institution University Of South Africa (Unisa) Book Teaching Mathemat...
Exam (elaborations) EMA1501 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE 3 June 2024 • Course • Emergent Mathematics - EMA1501 (EMA1501) • Institution • University Of South Africa (Unisa) • Bo...
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Mathematics for Intermediate II - MIP1502 (MIP1502)
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MIP1502
Assignment 2 2024
Unique Number: 351863
Due Date: 10 June 2024
QUESTION 1
Mathematics teachers in primary school must be concerned with the concept of equality as
soon as learners start writing symbols for number operations because understanding the
concept of equality is foundational to many mathematical concepts. It is important for students
to grasp the idea that the two sides of an equation are equal from an early age in order to
build a strong understanding of algebraic thinking.
For example, when a learner is asked to solve the equation 15 - n = 11, they must understand
that they need to find the value of 'n' that makes the equation true. Similarly, when solving the
DISCLAIMER & TERMS
equation n + 4 OF USE
= 12, learners need to understand that they must find the value of 'n' that
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QUESTION 1
The concept of equality is foundational in mathematics, and it is crucial for primary school
teachers to emphasize this when students begin using symbols for number operations.
Understanding equality ensures that students grasp the concept that both sides of an equation
represent the same value, which is pivotal for their future success in algebra and higher
mathematics.
Firstly, an early understanding of equality helps students transition from arithmetic to algebra.
For example, when students see the equation (15 - x = 11), they need to understand that the
expression on the left (15 minus some number) is equal to the number on the right (11). This
lays the groundwork for solving for (x) by recognizing that (x = 4). If students do not understand
that both sides of the equation must be balanced or equal, they might struggle with the
abstraction required in algebra.
Secondly, equality underpins many concepts in mathematics beyond simple operations. For
instance, in geometry, the equality of two angles or sides of a shape is crucial. In this context,
failure to understand equality as a fundamental principle can lead to misconceptions in broader
areas of mathematics.
For a practical classroom example, consider the equation (3 + 4 = 7) and the equation (7 = 3 +
4). Elementary students must recognize that these are just different ways of showing the same
relationship. Demonstrating this with physical objects, such as counters or blocks, can help. For
instance, placing 3 blocks on one side and 4 on the other while physically combining them to
show 7 blocks reinforces that the side by side representation (3 + 4) and the total number of
blocks (7) are indeed equal.
Another example is building on number patterns. By recognizing and continuing patterns such
as 2, 4, 6, 8, students can begin to understand algebraic rules like (n = 2n), where each term
equals the previous term times two. This fosters algebraic thinking and builds the important
bridge from numbers to symbols.
Lastly, equality is vital for understanding operations in other math concepts such as fractions,
where students need to comprehend statements like 1/2 = 2/4 to perform equivalence and
simplification.
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