PST201F/101/3/2012

Tutorial letter 101/3/2012 MATHEMSTICS AND MATHEMATICS TEACHING

PST201F
DEPARTMENT TEACHER EDUCATION Semester 1 and 2 This tutorial letter contains important information about your module.

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CONTENTS
1 1.1 2 2.1 2.2 3 3.1 3.2 3.3 4 4.1 4.2 4.3 5 6 7 8 8.1 8.2 8.2.1 8.2.2 8.3 8.4 9 10 11 INTRODUCTION AND WELCOME ................................................................................................ 3 Tutorial matter ................................................................................................................................. 3 PURPOSE OF AND OUTCOMES FOR THE MODULE ................................................................ 4 Purpose .......................................................................................................................................... 4 Outcomes ....................................................................................................................................... 4 LECTURER AND CONTACT DETAILS......................................................................................... 6 Lecturers ......................................................................................................................................... 6 Department ..................................................................................................................................... 6 University ........................................................................................................................................ 6 MODULE RELATED RESOURCES............................................................................................... 7 Prescribed books ............................................................................................................................ 7 Recommended books ..................................................................................................................... 7 Electronic Reserves (e-Reserves) .................................................................................................. 7 STUDENT SUPPORT SERVICES FOR THE MODULE ................................................................ 7 MODULE SPECIFIC STUDY PLAN ............................................................................................... 9 MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING ..................................... 9 ASSESSMENT ............................................................................................................................... 9 Assessment plan ............................................................................................................................ 9 General assignment numbers ....................................................................................................... 10 Unique assignment numbers ........................................................................................................ 10 Due dates of assignments ............................................................................................................ 10 Submission of assignments .......................................................................................................... 11 Assignments ................................................................................................................................. 11 EXAMINATIONS .......................................................................................................................... 11 OTHER ASSESSMENT METHODS............................................................................................. 12 FREQUENTLY ASKED QUESTIONS .......................................................................................... 12

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INTRODUCTION AND WELCOME

Dear Student I am pleased to welcome you to this module and hope that you will find it both interesting and rewarding. I will do my best to make your study of this module successful. You will be well on your way to success if you start studying early in the semester and resolve to do the assignment(s) properly. You will receive a number of tutorial letters during the year. A tutorial letter is our way of communicating with you about teaching, learning and assessment. This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers. Please read Tutorial Letter 301 in combination with this tutorial letter as it gives you an idea of generally important information when studying at a distance and within a particular College. In this tutorial letter (101), you will find the assignments and assessment criteria as well as instructions on the preparation and submission of the assignments. It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter carefully. Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information. I hope that you will enjoy this module and wish you all the best! 1.1 Tutorial matter

Some of this tutorial matter may not be available when you register. Tutorial matter that is not available when you register will be posted to you as soon as possible, but is also available on myUnisa. Please note: your lecturers cannot help you with missing study material. Email: despatch@unisa.ac.za

The department of Despatch should supply you with the following study material for this module: Study guide Tutorial letters 101 and 301 at registration and others later

Apart from tutorial letters 101 and 301, you will also receive other tutorial letters during the semester. These tutorial letters will not necessarily be available at the time of registration, but will be dispatched to you as soon as they are available or needed (for instance, for feedback on assignments. If you have access to the internet, you can view the study guides and tutorial letters for the modules for which you are registered on the universitys online campus, myunisa, at http://my.unisa.ac.za.

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2.1

PURPOSE OF AND OUTCOMES FOR THE MODULE

Purpose

The purpose of the module is to gain insight into the theoretical framework and methodology: problem solving and problem-centred approach: strategic teaching and learning, culture and world view (knowledge systems for number and space); number and spatial skills; mathematics conceptualisation of the young learner; assessment. 2.2 Outcomes of the module

Learning Outcomes for the module Learning Outcome 1: Learners can implement the principles of problem solving and problem-centred approach in mathematics. Assessment Criteria: 1 Written assignments, case studies and examinations to show that learner's understand the principles of problem solving and problemcentred approach. 2 Written assignments, case studies and written examinations to demonstrate the learner's ability to interpret the principles of problem solving and problem-centred approach. 3 Written assignments, case studies and written examinations to demonstrate the learners ability to prepare the learner in applying problem solving strategies in mathematics. Learning Outcome 2: Learners have an understanding and sound knowledge of the development of mathematical concepts and procedures in the Intermediate and Senior phase. Assessment Criteria: 1 Written assignments, case studies and written examinations to show that students can analyse, assess and interpret the development and procedures of mathematical concepts in the Foundation phase.

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Learning Outcome 3: Learners can implement the principles of doing mathematics and number concept and procedures in the Intermediate and Senior phase. Assessment Criteria: 1 Written assignments, case studies and written examinations to show that learners understand the individual's conceptualisation of number concepts. 2 Written assignments, case studies and written examinations to show that learners understand the process that leads to teaching mathematics. Learning Outcome 4: Students know and understand the processes in the development of measurement, spatial and shape concepts in the Intermediate and Senior phase classroom/school. Assessment Criteria: 1 Written assignments, case studies and written examinations to show that learners can use/apply their knowledge of spatial, measurement and shape concept formation in the classroom situation. Learning Outcome 5: Students can explain the principles, requirements and techniques of teaching fractions in the classroom/school. Assessment Criteria: 1 Written assignments, case studies and written examinations to show that learners understand the principles, requirements and techniques when teaching fractions 2 Written assignments, case studies and written examinations to show that learners understand the process that leads to teaching fractions. Learning Outcome 6: Learners can effectively teach and assess mathematics in the classroom. Assessment Criteria: 1 Written assignments, case studies and written examinations to show that learners can use/apply their knowledge of the strategy to teach and assess mathematics in a real life situation.

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3.1

LECTURER AND CONTACT DETAILS

Lecturer

The lecturer responsible for this module is as follows: Dr AM Dicker AJH van der Walt building 7-43 dickeam@unisa.ac.za (012) 429 4630 All queries that are not of a purely administrative nature but are about the content of this module should be directed to me. Please have your study material with you when you contact me. Email and telephone numbers are included above but you might also want to write to me. Letters should be sent to: The module leader (PST201F) Department of Teacher Education PO Box 392 UNISA 0003 PLEASE NOTE: Letters to lecturers may not be enclosed with or inserted into assignments. 3.2 Department

The Department Teacher Education is responsible for the degree B Ed (Intermediate and Senior Phase). Department of Teacher Education PO Box 392 UNISA 0003 Tel: 012 429 4033/4583 3.3 University

If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unisa, which you received with your study material. This brochure contains information on how to contact the University (e.g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open). Always have your student number at hand when you contact the University. Please note that all administrative enquiries should be directed to my Studies @ Unisa. Enquiries will then be channeled to the correct department. The details are as follows: Fax number (RSA) (012) 429 4150 Fax number (international) +27 12 429 4150 Email study-info@unisa.ac.za
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4.1

MODULE RELATED RESOURCES

Prescribed book

Van de Walle, JA, Bay-Williams, JM . & Karp SP. 2009. Elementary and middle school Mathematics: teaching developmentally. 7th edition. New York: Pearson Education. 4.3 Electronic Reserves (e-Reserves)

No electronic Reserves are used for this module.

STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g.student counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa, which you received with your study material. 5.1 5.1.1 Contact with fellow students Study groups

It is advisable to have contact with fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Student Administration and Registration PO Box 392 UNISA 0003 5.1.2 myUnisa

If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa learning management system is Unisa's online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa all through the computer and the internet. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za. Please consult the publication my Studies @ Unisa, which you received with your study material, for more information on myUnisa.

5.1.3 Discussion classes A series of discussion classes will also be scheduled during the year. Information concerning group discussions for any module will be provided in a tutorial letter with the code ETHPSTH, starting with number 301, followed by 302, et cetera. In follow-up tutorial letters linked to the various modules you will receive information on the content which was addressed during the discussion classes. Group discussions will also be announced and scheduled on myUnisa. 5.1.4 Tutorials At the moment, we offer face-to-face tutorials at regional learning centres across South Africa. A tutor can assist you to understand your study material, approach your assignments correctly, offer you more opportunities for practicing skills, and so on. We would like to start offering this service online for students who choose this option. We would also like start offering a tutor connection to students who have no access to our learning centres or the Internet, so that they at least have someone who can help them on request. A tutorial is a regular meeting of students under the leadership of a tutor. The tutor leads you through aspects of the study material with which you are experiencing difficulties. NB: Please refer to: 5.1.5 Tutorial Letter ETHPSTH/301 for more detailed information https://my.unisa.ac.za for tutorials available at UNISA Learning Centres throughout the country --- click on the link Videoconferencing

UNISA is currently providing tutorials by means of video-conferencing at some of its learning centres. This mode of delivery will be used as and when necessary. Video-conferences: provide live tutorial support for learners who live in remote areas (where the facilities are available) is a viable technology for providing quality tutorial support while reducing costs; research has shown that there is no significant difference between the result obtained by distance learners and those obtained by students who have been taught in a traditional face-to-face environment

5.1.6 Satellite delivery At UNISA, satellite transmission is used for the live presentation of lectures, tutorials or training programmes to learners using a television screen at UNISA regional centres. You will be informed by SMS about the satellite broadcasts for any modules for which you are registered. 5.1.7 Tutors

Tutors employed in this programme are all professional people who have extensive practical and theoretical knowledge of the course(s) in which they conduct tutorials. They are appointed by UNISA Academic Departments in collaboration with the Department of Tutorial Services, Discussion Classes and Work-Integrated Learning (TSDL).

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Please refer to Tutorial Letter 301 for detailed information regarding: the role of a tutor in a tutorial the role of learners in tutorials You will be informed at a later stage regarding the group discussions which will be offered.

MODULE SPECIFIC STUDY PLAN

Use your my Studies @ Unisa brochure for general time management and planning skills.

MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

This module will assist you in the planning of your relevant teaching practice lessons on
mathematics in the Intermediate and Senior Phase.

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8.1

ASSESSMENT
Assessment plan

Assignments are seen as part of the learning material for this module. As you do the assignment, study the reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you to understand what is required of you more clearly. In some cases, additional assessment might be available on the myUnisa site for your module. For students attending tutorial sessions, tutors may also set additional tasks and give feedback in class. The summary of year mark and the examination mark is as follows: Assignments = 10 % [Assignments 02 (50 %) & 03 (50 %) = 10 % ] Examination mark = 90% Final mark = 100% You will notice that assignments 02 and 03 contribute 50 % each to the year mark. Please make sure that your assignments reach the university well before the time. Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, you must submit your own ideas in your own words, sometimes interspersing relevant short quotations that are properly referenced. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by the university.

You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter number will be 201, 202, etc. As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 8.2 General assignment numbers

Assignments are numbered consecutively per module, starting from 01. This modules requires three assignments which have to be submitted for the semester. Your are compelled to number the assignments as stated in the table below. Incorrect numbering will result in assignments being delayed and maybe lost in the system. 8.2.1 Unique assignment numbers Unique assignment numbers have to be used for multiple choice as well as for written assignments. Please use the numbers given in the table below. 8.2.2 Due dates of assignments The following assignments are compulsory and must be submitted.: Semester 1 Due date Nature of assignment compulsory Active student : Exam admission 50 % Assignment 02 Unique number 680517 Assignment 03 Unique number 887250 Semester 2 Assignment 01 Unique number:853311 Assignment 02 Unique number 671866 Assignment 03 Unique number:763101
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Year Mark

Assignment 01 Unique number: 749876

9 March

20 March 1 April Due date 15 August 25 August 3 September

Short questions & paragraphs Short questions and paragraphs Active student : compulsory Active student : Exam admission Short questions & paragraphs Short questions & paragraphs 50 % 50% 50% Year Mark

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8.3

Submission of assignments

PLEASE NOTE: Enquiries about assignments (e.g. whether or not the University has received your assignment or the date on which an assignment was returned to you) must be directed to
my Studies @ Unisa

You might also find information on myUnisa. To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then click on the login to myUnisa link under the myUnisa heading on the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za. Assignments should be addressed to: The Registrar PO Box 392 UNISA 0003 You may submit written assignments and assignments done on mark-reading sheets either by post or electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material. To submit an assignment via myUnisa: 8.4 Go to myUnisa. Log in with your student number and password. Select the module. Click on assignments in the menu on the left. Click on the assignment number you want to submit Follow the instructions on the screen. Assignments

Assignment 01, 02 and 03 are compulsory and have been added to the end of this tutorial letter. Please complete them and submit them as required.

EXAMINATIONS
Use your my Studies @ Unisa brochure for general examination guidelines and examination preparation guidelines. Examination admission The Department of Education requires the university to prove that a student was active during the period of tuition before the student will be subsidised by the Department of Education. Senate has approved that the submission of a compulsory assignment will be used to prove activity and also that students will be admitted to the examination by submitting the assignment. The credit system has been abolished and examination admission is solely dependent on submission of Assignment 01 irrespective of the mark you obtain and whether you have passed or failed. However, should you fail this assignment it will influence your year mark. Admission to

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the examination is administered by the Examination Section and not your lecturers. Please study my Studies @ Unisa and contact the Examination Section should you have a problem with admission to the examination. Applications for rechecking or remarking should also be submitted to the Examination Section. How will this work in practice? In terms of Unisas assessment policy, a sub-minimum of 40% in the written component(s) of the examination is required. The final mark of a student is a combination of the year mark and the examination mark but in the case where a student does not obtain the required subminimum of 40% in the examination, the year mark does not count. In such case, the final mark is the mark obtained in the examination. If you have 100% for your year mark but obtain 37% in the examination, your final mark will be 37%. Should you obtain 40% or more in the examination, the year mark will contribute 20% and the examination mark 80% to your final mark. This means that if you have a year mark of 18 out of 20 and obtain 50% in the examination, your final mark will be 18 + 40 58% (NOT 68%). The year mark is not taken into account for the supplementary examination. Examination period This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2012 and the supplementary examination will be written in October/November 2012. If you are registered for the second semester, you will write the examination in October/November 2012 and the supplementary examination will be written in May/June 2013. During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times. Previous examination papers Previous examination papers are available to students. You may advise if papers are available at myUnisa. We advise you, however, not to focus on old examination papers only as the content of modules and therefore examination papers changes from year to year. You may, however, accept that the type of questions that will be asked in the examination will be similar to those asked in the activities in your study guide and in the assignments.

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None

OTHER ASSESSMENT METHODS

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FREQUENTLY ASKED QUESTIONS

The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study information.

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ASSESSMENT 01 , 02 AND 03
Assignment 01 Closing date: UNIQUE NUMBER: 749876 9 March 2012 FIRST SEMESTER UNIQUE NUMBER: 853311 15 August 2012 SECOND SEMESTER This assignment is compulsory. No extension can be granted for this assignment and late assignments will not be marked. This assignment allows you to sit for the examination. Use your prescribed book to answer this assignment. The purpose of this assignment is to introduce you to a new kind of thinking about the teaching and learning of mathematics. It also introduces new ideas on how learners learn, what kinds of mathematical knowledge they acquire, how they understand mathematics and how we as teachers can use this knowledge and the advised approaches to teaching and learning to be more effective teachers. Instructions: This assignment contains 20 multiple-choice questions. You have to select the correct answer or statement in each question and then indicate your choice on the MARK READING SHEET included for this purpose. Use a sharpened pencil and indicate the answer by drawing a clear line segment on the letter of your choice as shown: 1 2 3 4

The questions are based on the work done in chapters 16 in your prescribed textbook. Question 1: For learners to develop mathematical understanding six major shifts need to be made in the Mathematics classroom. Indicate which one of the following statements is NOT one of the six shifts suggested in your textbook. 1. 2. 3. 4. A balanced focus on conceptual understanding as well as on procedural fluency. Incorporation of multiple assessments that are aligned with instructional goals and practices. Instructions of group work to assist communication in Mathematics. Communities that offer equal opportunities for learners to learn.

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Question 2: Select the correct statement. Doing Mathematics means the following: 1. 2. 3. 4. To explain concepts and skills in such a manner that learners can do the exercises with ease. Generating strategies for solving problems, applying those approaches, seeing whether they lead to solutions, and checking to see whether the answers make sense. To be able to do the operations (+, -, x, ) with whole numbers, fractions and decimal numbers correctly. To memorise procedures and concepts and apply this in different calculations and applications.

Questions 3: A constructivist theory on how we learn is NOT based on . 1. 2. 3. 4. the idea that learners are not blank slates but rather that learners are creators of their own learning the idea that integrated networks, or cognitive schemas, are both a product of constructing knowledge and tools with which additional new knowledge can be constructed the idea that real understanding is not related to the number of connections of ideas that our cognitive schemas contains the idea of reflective thought which is used to modify our existing schemas to incorporate new ideas

Question 4: Understanding is defined as ..: 1. 2. 3. 4. a measure of the quality and quantity of connections that an idea has with existing ideas. ideas and skills that are well known to us. the number of connections in our networks of ideas. knowledge and skills that we can apply.

Questions 5: One of the following is NOT mentioned as a benefit of relation understanding. Which statement is it? 1. 2. 3. 4. Improves attitudes and beliefs. There is less to remember. Increases retention and recall of concepts. Assists in doing calculations mechanically.

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Question 6: Mathematical ideas can be presented in five different ways. Indicate the way of representation NOT discussed in your textbook. 1. 2. 3. 4. In words. In written symbols. In pictures. In number sentences.

Question 7: Teaching through problem solving means the following: 1. 2. 3. 4. Concepts and procedures which are known to the learners are applied in real life situations. A certain kind of problem or task is used as a vehicle of learning. Real life situations are applied in the classroom. The teacher presents the Mathematics - the learners practice the skill and then study word or story problems involving that skill.

Question 8: Indicate the characteristic that is NOT applicable. The show-and-tell approach to teaching and learning has the following characteristics: 1. 2. 3. 4. Passive learners. Learners which are dependent on the teacher to present ideas. The learner attempts new problems without explicit instructions on how to solve them. Learners have the assumption that there is only one way in which to solve a problem.

Question 9: Indicate the reason that does NOT appear in the textbook. The value of teaching through problem solving lies in the following: 1. 2. 3. 4. It focuses learners attention on ideas and making sense. It provides a context to help learners build meaning for the concept. It allows an entry point for a wide range of learners. It can assist the teacher to plan more effectively and accommodate each learners need.

Question 10: The following list of problem-solving strategies is discussed in your textbook: Draw a picture, act it out, use a model. Look for a pattern. Guess and check. Try a simpler form of the problem. Make an organised list. Write an equation.

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Indicate the correct statement based on the above list of strategies: 1. 2. 3. 4. The list corresponds exactly with the list given in the textbook. One of the strategies is not discussed in the textbook. The list is incomplete. Two more strategies are addressed in the textbook.

Question 11: This position (attitude) in Mathematics does not refer to: 1. 2. 3. 4. Attitudes that learners possesses about doing Mathematics. Learners who become more independent in their study of Mathematics. Learners' beliefs about their abilities to do Mathematics. Learners' beliefs and attitudes based on understanding the nature of Mathematics.

Question 12: A three-phase lesson format consists of a before, during and after phase. Indicate the action NOT applicable to the during phase of the lesson: 1. 2. 3. 4. Let go! Listen actively. Provide worthwhile extensions. Listen actively without evaluation.

Question 13: Indicate the correct meaning. Listen actively means: 1. To listen to a particular response from the learner. 2. That you as teacher use your answers to guide the learners towards the answer that you know to be the correct one. 3. That you as teacher are trying to understand a learners approach to a problem. 4. That you as teacher evaluate what the learners say and then tell them how to solve the problem. Question 14: Indicate the correct response. The drilling of concepts and skills refers to: 1. 2. 3. 4. Different problem-based tasks or experiences, spread over numerous class periods, each addressing the same basic ideas. A review of facts or procedures in order for the learners to remember these. A focus on a singular method and an exclusion of flexible alternatives. Non-problem-based exercises designed to improve skills or procedures already acquired.

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Question 15: What are the purposes of assessment? Indicate the one purpose that is NOT applicable. 1. 2. 3. 4. To monitor learners' progress. To make instructional decisions. To evaluate programmes. To compare learners achievements.

Question 16: Select the correct statement. A rubric as an assessment tool can be described as: 1. 2. 3. 4. A scale indicating four or more performance indicators. A framework that can be designed or adapted by a teacher for a particular group of learners or a particular mathematical task. A set of performance indicators. A valuable tool to assign a percentage mark to a task completed by a learner.

Question 17: Teachers often ask the following question: Why is it often better that learners, and not the teacher, tell or explain? Indicate the wrong response to this question. 1. 2. 3. 4. As learners communicate their mathematical ideas in words, they are solidifying their own understanding. Learners will not create the idea that they have the power or the ability to make sense of Mathematics. Learners explanations are grounded in their own understanding. Learners will question their peers when an explanation does not make sense to them, whereas explanations from the teacher are usually accepted without scrutiny.

Question 18: Indicate the correct response. Regardless of whether groups have two or four members or whether groups have been formed according to mixed or similar ability (homogeneous), the key to successful teaching with groups is .: 1. 2. 3. 4. to let learners work together. to do group assessment. individual accountability. team building.

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Question 19: The following is true about tests: 1. 2. 3. 4. Tests are not recommended in an OBE approach to teaching and learning. Tests are used at the end of the term/year only. Tests are used to only grade performance. Tests will always be part of assessment and evaluation.

Question 20: Indicate which of the statements regarding the following definition of assessment is correct: The process of gathering evidence about a learners knowledge of, and ability to use, and disposition towards Mathematics and of making inferences from that evidence for a variety of purposes. 1. Some ideas of the definition given in the textbook are explained in the above version of the definition. 2. The definition is not taken from the textbook. 3. The definition is correctly quoted from the textbook. 4. According to the textbook the definition is incomplete. Assignment 02 Closing date: UNIQUE NUMBER: 680517 20 March 2012 FIRST SEMESTER UNIQUE NUMBER: 671866 25 August 2012 SECOND SEMESTER This assignment is compulsory. No extension can be granted for this assignment and late assignments will not be marked. This assignment is a fill-in task and will be sent to you in a separate document. The assignment is based on spatial learning. This assignment contributes 5 % towards your semester mark. Assignment 03 Closing date: UNIQUE NUMBER: 887250 1 April 2012 FIRST SEMESTER UNIQUE NUMBER: 763101 3September 2012 SECOND SEMESTER This assignment is compulsory. No extension can be granted for this assignment and late assignments will not be marked. Remember this assignment forms part of your semester mark 5 %. Use your prescribed book to complete this assignment (Chapters 15-17).
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Please note that no permission will be granted for late submission for this assignment due to the fact that it will not be possible to mark and returned it in time before the examination! The teaching and learning of concepts related to fractional forms (fractions, decimal numbers and percentage) is one of the most challenging tasks for both learner and teacher. This assignment addresses the teaching and learning of fractional forms, concepts and skills. This assignment is based on the three chapters in your textbook about fractions, fraction computation and the development of concepts related to decimal numbers and percentage. Question 1: To successfully teach concepts and skills related to fractional forms you need to know what to teach and in what sequence to do so. Study the headings of the given chapters. This will give you an idea of what to teach and of the sequence in which to do so. Create a flow diagram to represent the concepts and skills that you need to teach, and to show the sequence in which you are advised to do so. Question 2: This question addresses specific concepts and skills listed in question 1. 2.1 The textbook suggests that we use three different model types when teaching and learning fractional concepts. Name the three model types. Write down a real life problem to use when teaching concepts related to equal sharing. Do the following:

2.2 2.3

2.3.1 If 12 counters are three-fourths of a set of counters, draw a full set of these counters. 2.3.2 The given strip is five-fourths of a whole strip. Show how you can draw one whole strip. Explain your answer. 2.4 Use benchmark fractions and a number line to represent the following set of fractions.

Then arrange the fractions from the smallest to the largest fraction.

; ;1 ;1 ;
2.5 Present the following two equivalent fractions in a length model.

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2.6

Use a set model to represent:

2.7 2.8 Use an area model to help you represent x and to link the use of the model with the algorithm (recipe) for the multiplication of proper fractions. Use the given square to represent 1. Extend the model in both directions to represent larger numbers such as 10, 100, and numbers smaller than one, such as This square represents one. etc.

2.9 2.9.1 2.9.2 2.10

Use strips and squares to represent: 2, 01 50, 3 Use benchmark decimal numbers and a number line to represent the following decimal numbers. Then arrange these numbers from the largest to the smallest number.

2.11 2.12 2.12.1 2.12.2

Write down a real life problem to introduce concepts related to percentage. Estimate, with the use of benchmarks, the answers to the following calculations: 5,3 x 0,183 3,6 + 20,269 + 0,94

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Question 3: A learner in your classroom calculated the following addition of proper fractions as shown:

Answer the questions based on the calculation. 3.1 3.2 3.3 Redo the calculation correctly. Explain what, in your opinion, went wrong in the teaching and learning situation in which this learner took part. Advise a few learning and teaching strategies that will assist the learner to do the given calculations correctly and with more understanding.

Your assignment will be assessed according to the following rubric: Excellent answers presented Most answers are presented correctly Some answers are presented correctly Your work needs attention

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