BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING

MATHEMATICS FOR FOUNDATION PHASE 2

DL-MFP301
ONLINE TEST

EXAMINERS: Mrs Cheslynn Van Der Merwe EXAM PERIOD: October 2021

Ms Nirashnee Padayachee

INTERNAL MODERATOR: Ms Robyn Sullivan MARKS: 50

GENERAL INSTRUCTIONS:
1. This paper consists of 2 questions and 8 pages.
2. Type your response on the template provided below.
___________________________________________________________________________

Please fill your personal details below:

1) Name and Surname: _Caitlyn Starkey______________________________________

2) Student Number: ___190658____________________________________

Disclaimer: Please note that by filling in your personal details you are declaring that this
is your own original and independent work. Should it be discovered that your work has
been copied and plagiarised, you will be severely penalised. Filling in your details above
indicates that you are aware of this ruling and that you willingly accept the
consequences should you copy or plagiarise work.

Use the extract of the lesson plan in Appendix A (pages 4- 8) to answer Question 1 and
Question 2 below.

Page 1 of 10
Question 1 [25]

1.1 Using CAPS, decide whether the prior knowledge listed in the lesson plan is (3)
accurate. Provide reasons to support your decision.

Type your response here:

Yes it is accurate. The prior knowledge states that they will have experience in the topic
of length and the use of informal units of measure. In the CAPS document page 156, it
states that in grade 1 learners start using informal units of measurement and this is the
way they learn.

1.2 In your opinion, are the objectives listed for the small group activity in the lesson (2)
development well formulated? Provide a reason for your choice.

Type your response here:

Yes it is well formulated. From what the lesson small group activity entails, it can be
achieved by the objectives set out. In the lesson the learners are asked to estimate the
units and then calculate the units . the objectives set our achieve that.

1.3 Critically analyse the lesson plan and write down whether the lesson is reflective (16)
of the traditional or the constructivist approach. Justify your answer by identifying
at least 8 of the main principles of the chosen approach and provide specific
examples from the lesson plan to support each of these principles.

Type your response here:

The lesson plan is reflective of a contructivists approach. Learners formulate answers on

their own and the teacher allows them to do so. It does mostly tick off all the principles in
this approach. Which are the following.
 Knowledge is constructed. ...
 People learn to learn, as they learn, in this case the students are learning length
and how to estimate length using informal units. Which means they will result In
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 learning the terminology for length, like long and wide.
 Learning is an active process, this is reflective in the lesson plan because the
educator uses their every day real world environment to emphasise and interpret
the concept to them. E.g measuring the class carpet with their feet.
 Learning is a social activity. Using the interaction with others will help the learner
understand and relate more to the work. People can share ideas and learn from
eachother whilst learning together.
 Learning is contextual. Learning and our everyday lives is intertwined. Going back
to learning being a social activity and an active process. Learners learn best
through merging the two areas. For example asking the learners, if miss has 10
chocolates and she wants to give you 2, how many day she have left? Learners
will beablel to relate to it and grasp the concept better because a familiar
situation was given to them.
 Knowledge is personal. Learners were introduced into the lesson by giving them
work which they previously were taught. Learners were also assisted in
answering these questions and they learned better because it was based on
knowledge they already had.
 Learning exists in the mind. The learners are given the opportunity to have a
hands on experience, however they also need to use their mind by looking at an
object like the carpet and formulating an estimated answer. Or them being given a
sum to work out the differences etc.
 Motivation is key to learning. Learners need to be encouraged and that will help
them to use their understanding of the topic in different ways.

1.4 Suggest two practical strategies that you could apply to support learners with (4)
language barriers in the small group activity described in the lesson plan.

Type your response here:

Pair the learner with the language barrier with a learner who is more knowledgeable,
since the learners will be in twos doing the same task.

Do the task yourself first. Then get a student who is able to understand the task to
demonstrate it with you and then do the task again if learners are still confused.
Therefore using repetition .

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Question 2 [25]

2.1 What stage or progression level of measurement is evident within the small (3)
group teaching activities? Provide reasons to justify your answer.

Type your response here:

2.2 Discuss the other two stages or progression levels of measurement. List at least (8)
three examples linked to the attribute Length for each progression level/stage to
support your discussion.

Type your response here:

2.3 Provide three reasons on the importance of including estimation activities in (3)
measurement lesson plans.

Type your response here:

2.4 If you look at this lesson in its entirety, have the five strands of mathematical (10)
proficiency been achieved? Name the strands and provide reasons from the
lesson plan to justify your answer.

Type your response here:

2.5 Complete the following statement by filling in the missing words: (1)

The strands are ____________ (½ mark) and ____________ (½ mark).

Type your response here:

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TOTAL: 50

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APPENDIX A – LESSON PLAN EXTRACT

PRAC 301b

TO BE USED WHEN PREPARING A LESSON

Student Jane Short Student no: 20210054

Date 19 May 2021

Grade 2 Term: 2

Content Area Measurement Time (start and finish): 9:00 – 9:45

Lesson Topic Length: Informal measurement CAPS page no: 277

Prior Knowledge (What concepts or skills are you going to build on)

Learners have experience in the topic of length and the use of informal units of measure from Grade R
(DoBE 2011: 56) and Grade 1 (DoBE 2011: 53) and Term 1 of Grade 2 (DoBE 2011: 243 - 244).

Lesson Introduction (counting, estimation, mental Mathematics) 15 minutes

Lesson outcomes for introduction:

1. Counting: Learners will be able to count forwards and backwards in (DoBE 2011:250):
 1s from any number between 0 and 150
 3s from any multiple of 3 between 0 and 99
 4s from any multiple 4 between 0 and 100
2. Mental Maths: Learners will be able to compare numbers to 100 and say which is 1,2, 3, 4, 5, and
10 more or less (DoBE 2011:265).

Assessment for introduction:

The teacher will observe whether the learners are correctly counting forwards and backwards using
the given numbers and multiples.

The teacher will observe whether the learners able to correctly identify and write the number that is

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more or less than the given number.

Detailed description of the introduction (include resources used):

To start the lesson the teacher will have prepared at least 10 green ice cream sticks with random
numbers (0 to 150) on them. The teacher walks around the classroom and asks a few learners to choose
an ice cream stick and read the number out to the class. The teacher then asks the class to count in 1s
from this number up to a specified number. The teacher alternates between counting forward and
backwards based on the number/ice cream stick chosen by the learner. This can be done about 3 - 4
times, the teacher uses their discretion to determine this.

Examples:

Starting at 132, count on in 1s to 150.

Start at 120 and count back in ones to 98.

The teacher must provide a number grid (150 chart) to help learners with this.

The teacher then moves on to the large number line (up to 50) placed in the front of the classroom and
asks the learners to help her to count in the following multiples:

• Starting at 3 and count on in threes to 30.

• Start at 42, count back in threes to 24.

• Start at 4 and count in fours to 40.

• Start at 44 and count back in fours to 20.

While the learners count, the teacher demonstrates the counting on the number line. If there are
confident counters in the class, then the teacher can ask learners to come up and demonstrate the
counting on the number line.

Learners are then asked mental mathematics questions. The following problems will be asked (revising
bonds of 8, 9 and 10):
 I have 7 sweets, but I have ten friends – how many more sweets will I need so that I can give
each one of my friends a sweet?
 I had 8 marbles, but I gave Hunter 5. How many marbles do I have left?
 I have 5 stickers, and Mrs. Langley gives us a sweet when we have 10 stickers. How many more
stickers do I need?

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Once learners have completed the counting and mental mathematics activities, they will move on to the
lesson development. The teacher will take the time to explain the independent activities to the learners
and then, after ensuring that learners know what to do the teacher will call the small group to the carpet
for the small group, teacher-directed activity.

Lesson Development: (+/- 30 min) (Core Content)

Small-group or whole-class teaching:

Objectives:
1. The learners will be able to estimate and measure using informal units of measure – their
thumbs, handspan and feet (DoBE 2011:277).
2. The learners will compare their results with one another, using measurement language (such as
shorter, longer), answer basic questions and make logical assumptions concerning the size of
the unit of measure (DoBE 2011:277).

Assessment strategy:

The teacher will observe the learners while they are carrying out the measuring process and identify
how learners are applying the informal units of measure.

The teacher will question the learners before and after the measurement activity is completed, focusing
on the estimations and logical assumptions about the measurement result.

Detailed description of how concepts or skills were taught (include resources used):

To start off the small group activity the teacher will bring a group of 6 learners to the carpet. The
teacher will tell the learners that they are going to be measuring different objects today using their
hands, thumbs and feet. The teacher does an example with them by asking learners to measure the
length of the carpet/mat in the front of the classroom. 2 learners will be asked to use feet, 2 learners will
be asked to use thumbs and two learners will be asked to use their hands. Before the measurement
activity starts the teacher asks each pair of learners to estimate how many units the answers will be. The
teacher records these estimates on a whiteboard next to the teacher.

Once learners have completed this activity, the teacher will ask them for their number or units. This
actual answer will be compared to the estimate and the differences discussed. Each pair of learners will
then move on to measuring the length of other objects in the classroom. One learner in each pair is
tasked with writing down the estimate and the actual number using the schedule provided (See
ANNEXURE A).

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The following objects will be measured using the learners’ thumb, hands and feet:

 Length of the classroom (feet)

 Length of their desk (hands)
 Length of a book (thumbs)
 Length of a pencil (thumbs)
 Length of a lunch box (hands)
 Length of a bag (feet)

Once the learners have completed this measuring process, they will return to the small group on the
carpet and share their results with each other. This discussion will be the consolidation of the activity
(see below)

Resources for small-group activities:

 Schedule (ANNEXURE A)
 Objects around the classroom: book, desk, pencil, lunch box, bag
 Pencil to write down estimates and actual units of measure

Consolidation of small group or whole class teaching:

Learners sit on the mat and compare their estimates with the actual measurement amounts recorded
on their schedule. Learners will be directed to noticing the differences between their estimations and
the actual answers. The teacher then asks all learners (3 pairs) to compare their actual measurements
with each other. The teacher facilitates a discussion about the differences between these
measurements even though the same “unit of measure” were used (hands, thumbs, feet). Learners will
be asked about these differences and then about the importance of having standard units of
measurements when measuring objects for consistency. This forms the foundation for the following
measurement lessons where they start working with the formal unit of measure: the metre.

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ANNEXURE A

I c an m e asur e !

Me a sur e t he f ollow ing obj e c t s using t he unit of

m e a sur e show n. Don’t f or ge t t o e st im a t e f ir st !

Ob j ec t Es t im at e Answ e r
Le ngt h of t he c lassr oom (f e e t )

Le ngt h of a b ag (f e e t )

Le ngt h of a b ook (t hum b s)

Le ngt h of a pe nc il (t hum b s)

Le ngt h of a lunc h b ox (hands)

Le ngt h of t he ir de sk (hands)

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