LADMMM6/102/0/2022

Tutorial Letter 102/0/2022

Teaching Mathematics: SP Subject didactics

LADMMM6

Year module

Mathematics Education

This tutorial letter contains important information

about your module.

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 CONTENTS
Page

1 INTRODUCTION .......................................................................................................................... 3
2 LECTURER(S) CONTACT DETAILS ................................................ Error! Bookmark not defined.
3 ACTIVITIES .................................................................................................................................. 3

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1 INTRODUCTION
This tutorial letter is complementary to Tutorial letter 101. It is comprised of only assessment
activities. Access and submit all assignments through the myUnisa virtual mode. You will write four
assignments that contribute 20% of the year mark. You will write examination at the end of the
year; the examination will contribute 80%. Year mark and examination mark will contribute 100% of
the 2022 final mark.

2 LECTURER(S) AND CONTACT DETAILS

Lecturer: Dr MM Masilo
Office: AJH Building office 7-42
Contact: (012) 429 6154
E-mail: masilmm@unisa.ac.za

3 ACTIVITIES

ASSIGNMENT 01
Quiz Activity
COMPULSORY for examination admission
UNIQUE NUMBER – 839110
Closing date: 30 May 2022

Instructions

 Only fully online Multiple-Choice Questions (MCQ)/quiz activity will be used in 2022

 Complete the quiz online.

QUESTION 1

Which of the following statements is true:

Learning Mathematics means
[1] Memorise formulae and applying it correctly
[2] Read and analysing word problems
[3] Presenting Mathematical solutions done by the group
[4] All of the above
[5] None of the above

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QUESTION 2

Consider Problems 1 and 2

Problem 1
Which of the following options would provide the best return on your investment of R50 000 over a period of
nine years at 7% compound interest?
Annually; Semi-Annually; Daily; Quarterly; Monthly

Problem 2
A card is drawn from a normal pack of playing cards. What is the probability that a card drawn at
random will be a king or a heart?

The problems are classified as …………………..

[1] Problem 1 is a routine problem and problem 2 is non-routine problem

[2] Problem 1 is instrumental problem and problem 2 is routine
[3] Problem 1 is non-routine and problem 2 is a routine problem
[4] Both Problems are routine problems
[5] Both problems are instrumental problems

QUESTION 3

Which of the following options would provide the best return on your investment of R50 000 over a period of
nine years; it is 7% compounded.

[1] Daily
[2] Annually
[3] Semi-Annually
[4] Quarterly
[5] Monthly

QUESTION 4

Referencing in educational assessment includes:

[1] Self, teacher and peer assessment

[2] Portfolio, rubric and checklist
[3] Criterion, norm and self-referencing
[4] Criterion, selection and reflection
[5] Collection, analyzing and reporting

QUESTION 5

Which of the following will not tessellate?

[1] Parallelogram
[2] Ellipse
[3] Scalene triangle
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[4] Regular Pentagon

[5] Regular Hexagon

QUESTION 6

Simplify and write the answer as a positive exponent

Choose all incorrect answers

[1]

[2]

[3]

[4]

[5]

QUESTION 7

Conceptual knowledge of mathematics refers to

[1] Logico-Mathematical knowledge

[2] Procedural knowledge
[3] Knowledge of rules used in solving routine mathematical problems
[4] Symbolism in mathematics
[5] Step-by-step routines learned to solve mathematical problems

QUESTION 8

Choose the false statement from the following

In Mathematics, we assess

[1] Reflective thinking

[2] Conceptual understanding
[3] Computational techniques
[4] Psycho motor skills
[5] Basic operations

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QUESTION 9
The following is not one of the problem-solving strategies
Choose all correct answers

[1] Look for a pattern

[2] Guess and check

[3] Make a table or chart

[4] Commit to memory rules and formulae

[5] Make an organised list

QUESTION 10
A bank offers a nominal interest rate of 14% p.a compounded monthly on a savings account. The effective
annual interest rate:

[1] 13.9%
[2] 12%
[3] 14.93%
[4] 13.23%
[5] 11.8%

QUESTION 11

is

[1] Imaginary

[2] Irrational

[3] Natural

[4] Rational

[5] A whole number

QUESTION 12

A company employs ten workers whose weekly wages are

R2250 R2250 R3000 R3300 R3300
R3600 R3 900 R4350 R4350 R5250

[1] 900.1
[2] 922.50
[3] 900. 14
[4] 3910.50
[5] 3922.50
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QUESTION 13

The general solution of the equation is…

[1]

[2]

[3]

[4] Not applicable

[5] If

QUESTION 14

Two points A (-7, 3) and B (5, 7) are given. The equation of the line perpendicular to AB passing through M
is:

[1]

[2]

[3]

[4]

[5]

QUESTION 15

Which are measures of central tendency?

[1] Mode, median, range

[2] Range, variance, standard deviation

[3] Mean, variance, standard deviation

[4] Range, mean, median

QUESTION 16

A company employs ten workers whose weekly wages are:

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R2 250 R2 250 R3 000 R3 300 R3 300
R3 600 R3 900 R4 350 R4 350 R5 250

The standard deviation of their weekly pay is:

[1] 3910.50
[2] 3922.50
[3] 922.50
[4] 900. 14
[5] 900.1

QUESTION 17

An environment of doing Mathematics is the one in which................

Choose all correct answers to complete the statement

[1] Learners engage in investigative processes

[2] Teacher activities promote a conjecturing atmosphere
[3] Mathematics processes are expressed by action verbs
[4] Teaching strategies assist students to memorise problems
[5] Learners work in pairs, groups or individually

QUESTION 18
In ABC, DE// BC. Therefore, = ………………
A

D E
3

B C

[1]
[2]
[3]
[4]
[5]

QUESTION 19

A card is drawn from a normal pack of playing cards. The probability that a card drawn at random will be a
king or a heart is…

[1]

[2]

[3]
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[4]

[5]

QUESTION 20

Consider the following Sequence 1; -4; -9

The 11th terms is

[1] -28

[2] -52

[3] -49

[4] -53

[5] -61

ASSIGNMENT 02 - COMPULSORY

UNIQUE NUMBER – 626969

Closing date: 25 July 2022

QUESTION 1 (Individual work- Forum 2)

Instructions

 Complete Question 1 individually

 Post your answers on the Blog (Forum 2) (5)
 A zero mark will be awarded if there is a trace of group/collaborative work in question 1
 Read 3 posts of other learners and comment on them (6)

1.1. Mathematics is about processes (expressed in ‘doing verbs’) and it is also about products
(expressed by nouns)

Consider the following verbs of doing mathematics:

Explore Predict Justify Investigate Conjecture Represent
Solve Verify Discover Develop Use Construct
Explain Formulate Identify

1.1.1. Complete the following table:

Verb of doing Action required of the learner Example of a mathematical

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 mathematics during the process of activity that demonstrate the
mathematising action (Choose any content
area to create activities)
1) Investigate
2) Construct
3) Explain
4) Predict
5) Conjecture
10 Marks 10 Marks

1.2. Using examples in teaching Mathematics

1.2.1 Write 5-10 lines about the theme: ‘my way of selecting and using examples to introduce
or teach mathematical concepts. (5)
1.2.2 Outline the benefits and shortfalls of using examples when teaching
mathematics (3)
1.2.3 Outline the sources you have read about using examples in Teaching
Mathematics (2)

[10]

Question 2 (Group work – Forum 3)

Instructions
 Engage in forum 1 to find a group ( 3 marks will be awarded for belonging in a group) (3)
 Use WhattsApp to interact and complete Question 2 as a group
 One group must have only 3 members
 Co-operative work (group work must have more ideas to show that

2.1. Communication in teaching and learning Mathematics

2.1.1 How can you use communication to support students to get actively involved in their
own learning? (5)

2.2 Misconceptions and errors in learning Mathematics

2.2.1 Discuss and relate misconceptions and errors in learning Mathematics. (5)
2.2.2. Outline your view on how misconceptions and errors occur in Mathematical
problem solving. (5)
2.2.3. How can you support learners to minimise errors in mathematical
problem-solving? (5)

2.2.4. Outline the sources you have read to understand the concepts ‘misconceptions and
errors’ in mathematics. (3)
[33]

2.3 Code switching in teaching and learning Mathematics

Explain the following

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2.3.1. What is code switching? (2)

2.3.2. What prompts code switching? (5)
2.3.3. What is the essence of code switching in the mathematics classroom? (5)
2.3.4. Outline the sources you have read about code switching in teaching and
Learning Mathematics. (5)
[17]

TOTAL MARK FOR ASSIGNMENT 2= 60

ASSIGNMENT 03 - COMPULSORY

UNIQUE NUMBER – 627091

Closing date: 25 August 2022

QUESTION 1

1.1. Different levels of cognitive demands in tasks

1.1.1. Select a specific content area and design an activity or task. Clearly identify the
activity outcomes. (6)

1.1.1.1. Evaluate your activity or task according to different levels of cognitive demands based
on Stein et al (2000). State the category into which you think your task falls. (2)

1.1.1.2. Explain why you think your task falls in the category specified in 1.1.1.1. (5)
1.1.1.3. Write a paragraph describing to what extent and in what ways you think the
task might promote mathematical reasoning. (5)
[18]

QUESTION 2

2.1. Cognitive schema: a network of connections between ideas

2.1.1. Select a particular skill (with operations, e.g. the addition of fractions) that you would want your
learners to acquire with understanding. Develop a cognitive schema (mental picture) for the newly emerging
concept (or rule). (4)

You should consider the following in developing a cognitive schema:

 Develop a network of connections between existing ideas (e.g. whole numbers, concept of a
fraction, operations).

 Add the new idea (e.g. addition of fractions).

 Draw in the connecting lines between the existing ideas and the new ideas used and formed
during the acquisition of the skill.

2.2. Reflective thinking, relational and instrumental understanding

2.2.1. Explain the following:
2.2.1.1. Reflective thinking (2)
2.2.1.2. Relational understanding (2)
2.2.1.3. Instrumental understanding (2)
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2.2.2. What are differences and similarities of the concepts relational understanding,
reflective thinking and instrumental understanding? (5)

2.2.3. Why relational understanding can promote reflective thinking better than instrumental
understanding? (5)
2.2.4. State and discuss five effects of relational understanding (10)
[30]
2.3. Strategies for effective teaching
Consider the following strategies for effective teaching:
Create a mathematical environment
Pose worthwhile mathematical tasks
Use cooperative learning groups
Use models and calculators as thinking tools
Encourage discourse and writing
Require justification of learners’ responses
Listen actively

2.3.1. In what way do these strategies support a developmental approach

to teaching mathematics? (4)
2.3.2. From the seven strategies for effective teaching, pick 2 that you think
are the most important. Motivate your responses in terms of how
children learn. (4)
[8]

QUESTION 3
3.1. Assessment in mathematics
3.1.1. Design an activity from any content area. Outline the activity outcomes (5)

3.1.2. Give practical examples of how you would assess the task. (6)

In your practical examples, report on the following:

- A need for you to assess. Why should you assess?
- Formative assessment
- Summative assessment
- When will your assessment take place?
- How the assessment points of reference apply in your task

3.2. Mathematical problem-solving skills

3.2.1. List all Mathematical problem-solving skills you know. (10)

3.2.2. Solve the following problems:

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3.2.2.1. Problem A
On the first day of soccer match 5798 fans watched the game at the stadium. On the second day there were
2428 fans.

(i) How many fans watched soccer in total? (1)

(ii) What is the difference in number of fans in the two days? (1)
(iii) Why do you think there was a smaller number of fans in the second? (1)
(iv) List five problem solving skills you have used to solve the problem. (5)

3.2.2.2. Problem B
Mother uses the following ingredients in her recipe:
500 ml flour, 10 ml baking powder, 160 g Sugar, 250 g butter, 250 ml milk, 10 ml vanilla essence and
500 ml cream.
(i) Halve all ingredients (1)
(ii) Double all ingredients (1)

(iii) If she uses of the quantity of butter in another recipe, what quantity of butter does she need?
(1)

(iv) List five problem solving skills you have used to solve the problem. (5)

3.2.3. Which of the problems A and B is a routine problem? (2)

3.2.4. What are the differences between routine and non-routine mathematical problems?

State 5 differences (5)

[44]

TOTAL MARKS FOR ASSIGNMENT 3 = 100

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 ASSIGNMENT 04 - COMPULSORY

UNIQUE NUMBER – 165829

Closing date: 30 September 2022

This assignment consists of section A and section B. For section A you must work through the activities in
Units 6 and 7 in the study guide. All activities in section A are compulsory. Section A of the assignment
should be under the heading, MY CHOICE, and should constitute three exercises from unit 6 and three
exercises from Unit 7. In Section B you are expected to complete a lesson plan.

SECTION A (My Choice)

QUESTION 1 (Unit 6)

There are five exercises in Unit 6. Choose three exercises from the five and substantiate why you made
that choice. Work the exercises out and put your answers in the portfolio. Numbering must be correct.
Exercises must be numbered as in the study guide.

10 marks x 3 exercises = [30]

QUESTION 2 (Unit 7)

There are ten exercises in Unit 7. Choose three exercises from the ten and substantiate why you made that
choice. Work the exercises out and put your answers in the portfolio. Numbering must be correct. Exercises
must be numbered as in the study guide.

10 marks x 3 exercises = [30]

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SECTION B
Lesson planning
Instructions:
Plan a lesson in any grade from 7 to 9 mathematics content. Indicate the grade for which the lesson is
planned. Consistency is necessary in points 1 – 10 of 1.1. Ensure that there is cohesion between 1.1 and 1.2
of section B.
1.1. Background information for the lesson
In your lesson plan specify the following:
1. Content area (1)
2. Topic (1)
3. Specific aims applicable (2)
4. Specific skills appropriate (2)
5. Context that is applicable (2)
6. Teacher’s activity - how to facilitate learning including teaching methods (4)
7. Learners’ activities (What will the learners do) (4)
8. Content range that is applicable- explain in terms of concepts and skills (3)
Teaching and learning support material necessary (3)
9. Assessment – specify types of assessment, methods of assessment and methods of collecting
assessment evidence; also specify what will be assessed and how it will be assessed.
(5)
10. Reflection - (Evaluate your lesson in terms of specific aims and skills). (3)
[30]
1.2. Planning the teaching and learning support material
1.2.1. Discuss how you would utilise the teaching and learning material outlined in number 9 of 1.1 above.
(10)
1.2.2. Plan five PowerPoint slides (use one A4 sheet per PowerPoint slide) and indicate for each
PowerPoint slide the content that you would present to the learners (4 marks per
PowerPoint slide – total of 20 marks). (20)
3.4.1 Organise your learners and teach the lesson you have planned. Include the
photos showing you and your learners performing number 6 and 7 of
1.1 above. (20)
1.2.4. Include assessment documents as planned in 10 of 1.1 above (10)
[60]
TOTAL MARK FOR ASSIGNMENT 4 = 150

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