FMT3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE June 2024
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Cours
Foundation Phase Mathematics - FMT3701 (FMT3701)
Établissement
University Of South Africa (Unisa)
Book
Teaching Foundation Phase Mathematics
FMT3701 Assignment 2 (COMPLETE ANSWERS) 2024 - DUE June 2024 ; 100% TRUSTED workings, explanations and solutions. for assistance Whats-App 0.6.7..1.7.1..1.7.3.9 ............. QUESTION 1: (5)
Explain the concept, ‘assessment’, as outlined in the CAPS document and your
study guide.
QUESTION ...
Assessment, as outlined in the CAPS (Continuous Assessment Policy) document and
further elaborated in the study guide, is defined as a continuous, planned process aimed at
identifying, gathering, and interpreting information about learners' performance through
various assessment forms. The process encompasses four crucial steps: generating and
collecting evidence of achievement, evaluating this evidence, recording findings, and
utilizing this data to support and enhance learners' development and learning processes.
Importantly, assessment is categorized into two main types: formative and summative
assessment. Formative assessment, or assessment for learning, is conducted continuously
using informal methods to aid both teachers and learners in ongoing self-reflection,
planning, and instructional adjustments. Summative assessment, or assessment of
learning, occurs at the completion of units or terms, providing a more formal evaluation of
learner strengths and weaknesses, and informing future goal-setting and reporting to
stakeholders.
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any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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QUESTION 1
Assessment, as outlined in the CAPS (Continuous Assessment Policy) document and
further elaborated in the study guide, is defined as a continuous, planned process
aimed at identifying, gathering, and interpreting information about learners'
performance through various assessment forms. The process encompasses four
crucial steps: generating and collecting evidence of achievement, evaluating this
evidence, recording findings, and utilizing this data to support and enhance learners'
development and learning processes.
Importantly, assessment is categorized into two main types: formative and summative
assessment. Formative assessment, or assessment for learning, is conducted
continuously using informal methods to aid both teachers and learners in ongoing self-
reflection, planning, and instructional adjustments. Summative assessment, or
assessment of learning, occurs at the completion of units or terms, providing a more
formal evaluation of learner strengths and weaknesses, and informing future goal-
setting and reporting to stakeholders.
Additionally, baseline assessment is highlighted as essential for determining learners'
prior knowledge, identifying learning gaps, and guiding tailored instructional planning
at the start of an academic year. Assessment should always be fair, flexible, valid, and
reliable to truly benefit the learning experience.
QUESTION 2
2.1. Classwork Observation
During a mathematics lesson on counting, the teacher observes a student arranging
objects (e.g., blocks) into groups of tens and ones. The teacher notes how the student
organizes the objects and uses counting strategies, checking for understanding of
place value concepts.
2.2. Orals/Discussions
In a small group discussion, the teacher asks students to explain how they figured out
the sum of two numbers. For instance, "How did you find out that 5 + 3 equals 8?" The
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
teacher listens for the use of mathematical language and correct reasoning, assessing
the student’s comprehension of addition concepts.
2.3. Practical Demonstrations
The teacher asks a student to demonstrate how to solve a simple subtraction problem
using manipulatives like counters or beads. For example, the student shows the
solution to (7 - 2) by removing 2 beads from a group of 7 beads and recounting the
remaining beads.
2.4. Written Work
Students are given a worksheet with a variety of basic arithmetic problems, such as
addition and subtraction within 20. The teacher collects and reviews the worksheets
to assess the students' accuracy, understanding of arithmetic operations, and ability
to follow written instructions.
QUESTION 3
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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