OPM1501 Assignment 2 2024 (Unique Nr. 839194) – DUE 21 June 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)...........
1. In OPM1501, we advocate for the need for mathematics teachers to shift from tradition...
OPM1501
ASSESSMENT 2 2024
UNIQUE NO. 839194
DUE DATE: 21 JUNE 2024
, OPM1501/102/0/2024
ASSESSMENT 02
UNIQUE NUMBER –839194
Closing date: Friday, 21 June 2024, 11:00 PM
The questions are based on learning units 1, 2, and 3.
1. In OPM1501, we advocate for the need for mathematics teachers to shift from traditional
teaching approaches and embrace an approach that promotes learner engagement and
meaning making.
1.1. Use your own words to explain what the above statement means for you. (5)
1.2. Give THREE reasons why there should be a shift in the thinking about mathematics
teaching. (3)
1.3. Comment on the following statement: ‘it is easier for a mathematics teacher to teach
through rote learning’. (2)
1.4. Write a 1000-word essay in which you critically demonstrate your understanding of the
above statement with a lens on the teaching and learning of measurement in any grade
in the Intermediate Phase. You should include examples, either from your learning
experience at school, general reading, your understanding of the curriculum or
observation as a learner to illustrate the points that you make.
Please use rubric 1 provided at the end of this Tutorial Letter, to guide the structuring of your
essay. It is important that you use this rubric to do self-evaluation before you submit to ensure
that you have completed all the required elements for the essay adequately.
(30)
[40]
2. Describe what is meant by compensation to add or subtract. (4)
2.1. Provide TWO examples for compensation to add and demonstrate how you would teach the
method to your Grade 4 learners . (8)
2.2. Provide TWO examples for compensation to subtract and demonstrate how you would teach
the method to your Grade 4 learners. (8)
3. Illustrate the following numbers using base 10 blocks:
(a) 845 (2)
(b) 976 (2)
(c) 2051 (2)
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4. Test the following numbers for divisibility by 5, 6 and 11(Do not divide or factorise).
a) 98 98 789 350 (3)
b) 76 885 976 256 (3)
5. To this end, Van de Walle et al (2016) see a lesson as consisting of three main parts:
before, during and after. For each of the following statements, state the part of the lesson
they represent:
a) Provide hints and suggestions when the group is searching for a place to begin or when
they stumble. (2)
b) Time for the class to share ideas. (2)
c) Give learners space to explain their solutions and processes. (2)
6. Use Dienes blocks to illustrate the following operations:
a) 34 + 47 (2)
b) 296 + 205 (2)
c) 64 – 27 (2)
d) 516 – 209 (2)
7. Use the place value chat to represent the following numbers:
a) 4875 (2)
b) 39870 (2)
c) 27 (2)
3
8. Compare the following fractions 3 by using the area model. Make accurate drawings.
5 and 7
(4)
[100]
This study source was downloaded by 100000886237757 from CourseHero.com on 05-24-2024 14:17:54 GMT -05:00
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