Exam (elaborations)
CIC2601 Exam pack 2024(Questions and answers)
- Course
- CIC2601
- Institution
- University Of South Africa
CIC2601 Exam pack 2024(Questions and answers)
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CIC2601 EXAMPACK 2024
QUESTIONS AND
ANSWERS
FOR ASSISTANCE CONTACT
EMAIL:gabrielmusyoka940@gmail.com
, lOMoARcPSD|44660598
Contents
LESSON PLAN 3
PART C POWER POINT PRESENTATION – Attached at the
9 end of the document.
Grade: 12
Lesson Topic Area 12
Lesson Sub-Topic 12
Duration of lesson (in minutes): 12
LTSM (s): (NB: This lesson should reflect on integrating ICT12in the classroom)
Lesson aims (on different cognitive levels). At the end of the13lesson the learner should be able to:
Name, explain and motivate the teaching strategy that you 14
are going to follow and apply.
Name, explain and motivate the teaching method that you are
15 going to follow and apply.
Introduction that connects with prior knowledge and describes
16 the purpose of the lesson
Development of content and connect with prior knowledge. 16
Consolidation 17
Assessment during lesson (Questions to asked during the lesson
17 and possible answers)
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EXAMPLE:
): (s
LTSM (NB: This lesson should reflect on integrating ICT in the classroom)
The integration of ICT (Information and Communication Technology) in the classroom has the potential to greatly enhance
teaching and learning. Here are some ways that ICT can be integrated into the teaching of counting using LSTMs (Long-
Short Term Memory networks):
1. Visual representation: ICT tools such as digital whiteboards or presentation software can be used to present
counting problems and solutions visually, making them easier for students to understand.
2. Interactive activities: Students can use ICT tools such as tablets or laptops to participate in interactive counting
activities, such as games and simulations. These activities can make counting more engaging and fun for
students………………………………….
This assignment is a lesson plan on the topic area and the sub-topic. The lesson plan covers the
key elements of a lesson including the introduction, development of content, consolidation, and
assessment. The duration of the lesson is 30 minutes, and the lesson does reflect on integrating
ICT in the classroom. There is also a PowerPoint presentation attached at the end of the
document.
The lesson aims to help students develop a deep understanding of the topic and sub-topic area on
different cognitive levels. The assessment during the lesson phase provides questions that can be
asked to monitor students' progress and understanding of the content.
2
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LESSON PLAN
Name and student number:
Grade: 3
Lesson Topic Area Mathematics
Lesson Sub-Topic Count forwards and backwards
Duration of lesson (in30
minutes):
min
LTSM (sThislesson
): (NB: should on The integration of ICT (Information and Communication Technology) in the
reflect
integrating ICT in the classroom) classroom has the potential to greatly enhance teaching and learning. Here are
some ways that ICT can be integrated into the teaching of counting using
Min: Five (3)
LSTMs (Long-Short Term Memory networks):
3. Visual
representation:
ICTtools
such
asdigital
whiteboards
or
presentation software can be used to present counting problems and
solutions visually, making them easier for students to understand.
4. Interactive activities: Students can use ICT tools such as tablets or
laptops to participate in interactive counting activities, such as games
and simulations. These activities can make counting more engaging
and fun for students.
5. Real-world applications: ICT tools can be used to showcase real-
world applications of counting and how it is used in everyday life, such
as counting money or keeping track of scores in games.
6. Data analysis: ICT tools can be used to collect, analyse, and interpret
data related to counting problems. For example, students can use
spreadsheets to analyse data on population growth or economic
trends, which can help to reinforce the concept of counting.
In conclusion, ICT can play a significant role in enhancing the teaching and
learning of counting. By incorporating ICT tools into the classroom, teachers
can provide students with engaging and interactive experiences that deepen
their understanding of counting and its applications.
Lesson aims (on different cognitive levels)
At the end of the lesson the learner should be able to:
a. Start counting forwards and backwards in multiples of 2’s from any number between 0 and 1000.
b. Start counting forwards and backwards in multiples of 5’s from any number between 0 and 1000.
c. Start counting forwards and backwards in 10s from any multiple between 0 and 1000.
d. Start counting forwards and backwards in 3s from any multiple of 3 between 0 and 1000.
e. Count backwards and forwards in 20’s, 25’s, 50’s, 100’s, and to at least 1000.
Min: Five (5)
Name, explain and motivate the teaching strategy you will follow and apply.
Direct teaching is a teaching strategy where the teacher provides explicit and systematic instruction to the students. In
this strategy, the teacher is the primary source of information and the focus is on the teacher transmitting their
3
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