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TMN3704 Assignment 4 2023 (720198) Due 17/08/2023: Includes referencing and reference list. (At this level you need to ensure you do this) ACE this Assignment with ease!$2.83
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TMN3704 Assignment 4 2023 (720198) Due 17/08/2023: Includes referencing and reference list. (At this level you need to ensure you do this) ACE this Assignment with ease!
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Course
TMN3704 (TMN3702)
Institution
University Of South Africa (Unisa)
Book
Teaching Mathematics
TMN3704 Assignment 4 2023 (): Includes referencing and reference list. Ace this assignment effortlessly. I have added extra options of answers to help you more. You will understand this assignment with this document by not only having the answers but well explained and detailed ones which are also ...
TMN3704
Assignment 4
Due: 17th August 2023
Unique Code: 720198
Short questions Knowledge and understanding
Referencing, researched and accurate answers provided with the set guidelines
for the assignment.
Table of Contents for Questions Covered (Made for Easy Access)
Question 1 ....................................................................................................................... 4
1.1 Define the concept: "lesson plan". ......................................................................... 4
1.2 Identify and explain any two key concepts from the definition of a lesson plan.
These are terms that are central to the main points of the description of a lesson plan.
..................................................................................................................................... 5
Answer Option two:...................................................................................................... 5
1.3 Complete Table A below ........................................................................................ 6
Table A: The focus of the lesson .............................................................................. 6
Additional Information: Table A: The focus of the lesson ............................................. 7
1.4 Carefully study the details of the topic as it is presented in the Curriculum and
Assessment Policy Statement (CAPS) document and then answer the following
questions: .................................................................................................................... 7
1.4.1. The teaching progression indicates that while the topic 'Properties of 3-D
objects' is introduced in Grade 4, it is explored more deeply in Grade 6 during Term
2 and Term 4. ........................................................................................................... 7
1.4.2. The topic receives a substantial amount of attention in Grade 6, with a total
of 10 hours allocated to ensure learners gain a comprehensive understanding. ..... 8
1.4.3. The key concept 'Range of objects' evolves in complexity as students
progress through grades. In Grade 5, the focus is on identifying and comparing
attributes of 2-D shapes. However, by Grade 6, the focus shifts towards 3-D
shapes, examining not just their visual and spatial properties but also delving into
more advanced attributes like volume and surface area. This progression ensures a
layered and cumulative understanding, building on prior knowledge and introducing
new, more intricate concepts as students mature in their mathematical capabilities.
................................................................................................................................. 9
ACTIVITY 2 ..................................................................................................................... 9
2.1 What is your understanding of the following concepts: aim and objectives of a
lesson? ........................................................................................................................ 9
2.2 As the first step to preparing an effective lesson, describe the aim(s) of your
lesson for the identified Topic: Refer to Table A. ....................................................... 11
2.3 Complete Table B to illustrate your understanding of learning objectives. ........... 12
Table B: Formulation of learning objectives ........................................................... 12
2.4 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. Write down the objectives that you want your learners to have
achieved by the end of the lesson. (NB: Objectives should be derived from the
concepts and skills stated in Table A)........................................................................ 13
2.5 ‘What is the difference between a teacher-centred media resource and learner-
centred media resource? ........................................................................................... 14
2.6 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. What prior knowledge do you think learners
should bring to build on the knowledge of properties of 3-dimensional objects? ....... 15
ACTIVITY 3 ................................................................................................................... 17
Identify and reflect on one learning strategy that you consider most suitable to unpack
the concept and skills ‘Recognise, visualise and name 3-D objects in the environment
and geometric settings, focusing on rectangular prisms’ and that could engage
learners in the learning process that stimulate critical thinking. ................................. 17
ACTIVITY 4 ................................................................................................................... 17
The main aim of this part of the lesson is to describe the instructional 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. ........................... 17
4.1 Complete PART B of Table C. ............................................................................. 17
Table C: Development of the fraction concept ........................................................... 17
Answer Option 2 ........................................................................................................ 19
4.2 Briefly discuss any two challenges that learners might experience in learning
‘properties of 3-D objects’. How could you (the teacher) address the identified
challenges? ............................................................................................................... 20
Answer Option 2 ........................................................................................................ 22
ACTIVITY 5 ................................................................................................................... 23
5.1 Complete Table D by responding to questions a) to c) Table D: Assessment
activities. .................................................................................................................... 23
Answer Option 2 ........................................................................................................ 26
5.2 Consider four cognitive levels prescribed in the CAPS document and the topic
‘‘Recognise, visualise and name 3-D objects in the environment and geometric
settings, focusing on rectangular prisms’’. Construct one assessment task that will
cater for problem-solving cognitive level. ................................................................... 27
Answer Option 2 ........................................................................................................ 28
5.3 Develop a marking guideline (memorandum) that you will use to mark the task
developed in 5.2. ....................................................................................................... 29
Answer Option 2 ........................................................................................................ 30
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. ................................................................. 31
Answer Option 2 ........................................................................................................ 32
5.5 Why do you think progress moderation (during the marking process) is critical to
make dependable, evidence-based decisions about assessments? Motivate your
answer. ...................................................................................................................... 33
ACTIVITY 6 ................................................................................................................... 35
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 more effective than
using readily available material and activities”. .......................................................... 35
7.1 What is your understanding of teachers’ professional noticing and why is it
important in teaching and learning? ........................................................................... 37
7.2 At what stage of your teaching do you use observation and why? ...................... 38
7.3 Briefly discuss two tips that will help managing learners' behaviour. ................... 39
References .................................................................................................................... 41
3
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