Name: Bandile Fortune Mthembu

Student Number: 10444440

Module Code: TIMA 5111

Due Date: 27 May 2024

POE ACTIVITY 1: KNOWLEDGE OF CONTENT

1.1.1 Effective Grade 4 Mathematics Teaching and Learning in Numeracy

Numeracy, or the ability to reason mathematically and with numbers, and conceptuality are the
two fundamental terms used in mathematics. Numerical people use mathematics confidently and
effectively in real-world situations. Another term for a child's comfort and flexibility with
numbers is "number sense.". Students who learn numeracy are better able to develop the critical
abilities needed for success in life. Math is used in daily tasks at work, school, and home. Strong
numeracy skills are essential for helping students comprehend and apply these skills outside of
the classroom, according to educators. Since most decisions in life are based on numerical data,
we need to be numerate to make the best choices possible.
Caps grade 4-6 document (2011) states that when extending numerical and geometric patterns,
special attention is paid to the relationships that exist between terms in a sequence, between a
term's number and its position within the sequence, as well as between the term itself. The study
of geometric and numerical patterns leads to the development of functions, relationships, and
variables. Getting knowledge of these associations will facilitate students in expressing the rules
that generate the patterns. This stage's primary focus is on using flow charts, tables, number
sentences, and spoken language to explain issues or relationships. Added useful representations
are also employed.

As a grade-four math teacher who, particularly in schools with limited resources, encourages
mathematical thinking and problem-solving abilities. Students are encouraged to actively interact
with patterns, examine how numbers relate to one another, and form hypotheses based on their
observations when they are asked insightful questions. Students' ability to reason logically, think
critically, and effectively communicate their findings is fostered by open-ended questions. In
addition to improving problem-solving skills, this method promotes a deeper comprehension of
numerical patterns. Probing questions offer a useful and approachable way to teach numerical
patterns in underfunded schools, where students may not have as much access to technology or
numerical resources. Learning is more dynamic and engaging when they use less resources and
promote independent thought among students.
Teaching of Numerical Patterns through the Probing Question Technique: According to Clarke et
al. (2002), the probing question technique is a useful tool for getting Grade 4 students to explain
and defend their mathematical reasoning. It is an effective way to teach and learn numeracy in
mathematics. Using open-ended questions, teachers can encourage critical thinking about
numerical patterns in their students. Teachers can encourage students' mathematical reasoning
and thinking by asking questions like "What do you notice about the pattern?" or "Can you
predict the next number in the sequence and explain your reasoning?". A graphic representation
of a basic arithmetic sequence, like sequence 2, 4, 6, 8, 10, could serve as an appropriate number
pattern example to encourage mathematical thinking in a school with limited resources. A simple
graphic organizer or a manually created visual aid can be used to illustrate this. Even in low-
resource environments, teachers can effectively communicate the idea of numerical patterns by
providing a tangible and visually appealing example. Even in schools with limited resources,
teachers can help fourth graders develop their mathematical thinking and comprehension of
numerical patterns by using the probing question technique and providing a relatable and clear
example or graphic of a number pattern.

It is essential to teach numerical patterns in Grade 4 to help students develop their mathematical
thinking and problem-solving skills. Using probing questions is a powerful technique that can
guide students in exploring and explaining numerical patterns. This approach actively engages
students in the learning process, encouraging critical thinking and logical reasoning. It is
especially helpful in schools with limited resources, as it promotes student engagement and
enhances their understanding of mathematical concepts, preparing them for more advanced
mathematical studies.

Q.1.1.2: Analyzing and Drawing Matchstick Patterns

Thinking Questions:

1. How does the pattern change from one pattern to the next?
What do you notice about the matchsticks' placement and arrangement as you go from
one pattern to the next?
2. Are there matchsticks that appear or disappear in each transition? If so, which ones?
3. Can you see any systematic changes or rules that control the pattern transitions?
4. How can you infer from the current pattern how many matchsticks will be in the next
pattern?
Drawing Patterns 4 and 5:

Pattern 4:

PATTER PATTER
N1 N2

PATTERN 1 PATTERN 2

PATTE
RN 3

PATTERN 3

PATTER PATTER PATTER PATTER

N4 N4 N4 N4

Pattern 5:

PATTER PATTER
N1 N2

PATTERN 1 PATTERN 2

PATTER
N3
PATTERN 3

PATTER PATTER PATTER PATTER

N4 N4 N4 N4

PATTERN 4

PATTERN 5

Number Sentences:

Pattern 4: The total number of matchsticks is 10.

Pattern 5: The total number of matchsticks is 15.

Explain Input-Output Flow Diagrams:

Input-Output Flow Diagrams are visual representations that show the relationship between an
input and its corresponding output. In the case of analyzing matchstick patterns, the input would
be the pattern number, and the output would be the total number of matchsticks in that pattern.

For example:

Input (Pattern Number) | Output (Total Matchsticks)

1 | 1

2 | 4
 3 | 9

4 | 16

5 | 25

... | ...

By illustrating the connection between the input (pattern number) and the output (total
matchsticks), these diagrams aid students in understanding the rule governing the pattern. The rule
or relationship that proves the total number of matchsticks for each pattern can be found by
students by looking at the pattern in the output column. Students can more readily draw
connections and apply the pattern rule when they have a visual representation to work with.
Students can see that the square of the pattern number equals the total number of matchsticks by
examining the input-output flow diagram. They can forecast the number of matchsticks in
upcoming patterns thanks to this understanding, saving them from having to sketch the entire
pattern.

Example: Input (pattern number) and Output (total matchsticks):

Input (Pattern Number) | Output (Total Matchsticks

1 | 1

2 | 4

3 | 9

4 | 16

5 | 25

In this example, the pattern rule is that the total number of matchsticks is equal to the square of
the pattern number.

Q.1.1.3: Fibonacci Sequence and Golden Ratio

Fibonacci Number Pattern: A sequence of Fibonacci numbers makes up the Fibonacci number
pattern. The next number in the Fibonacci series is the sum of the previous two numbers, starting
with 0 and 1. The Fibonacci sequence is as follows: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34. In this case, the
eighth number, 13, is the product of the sixth and seventh numbers, 5 and 8. Accordingly, the (n-
2)th and (n-1)th numbers add up to the nth number in the Fibonacci series.

What is the golden ratio?

The concept of the golden ratio will be covered in your study of the Fibonacci sequence. They
share a close family relationship. That said, what is the golden ratio? It has a unique value of
approximately 1 point 168. It is also available in a wide variety of locations. mathematics, art,
architecture, geometry, and the human body. Imagine a line to find the golden ratio. Next, split
the line into two equal parts, ensuring that one of the parts is larger than the other. Subdivide the
long segment by the short segment now. Then divide the entire length by the segment that is
long. You have the golden ratio if the two results are the same. The remarkable thing about the
golden ratio is that it does not alter regardless of the values used in the computation.

Examples in Nature

The Fibonacci sequence and the golden ratio are observed in numerous natural phenomena. Here
are two specific examples:

Nautilus Shell:

The Nautilus shell is a classic example where the Fibonacci sequence and the golden ratio can be
seen. The Nautilus is a marine mollusk that inhabits a spiral-shaped shell. The growth pattern of
the Nautilus shell follows the logarithmic spiral, which is closely related to the golden ratio.

The spiral chambers of the Nautilus shell increase in size using the Fibonacci sequence. Each
chamber's size is proportional to the sum of the earlier two chambers' sizes, supporting the ratio
close to the golden ratio. This growth pattern allows the Nautilus to accommodate its increasing
body size while preserving its shape.
Sunflower Seed Arrangements:

The Fibonacci sequence is followed by sunflower seeds, which maximizes space and minimizes
shadowing between seeds. This is known as the sunflower seed golden ratio. A sunflower head's
interseed angle is equal to the golden angle, or roughly 137.5 degrees, which is derived from the
golden ratio. The role of the golden ratio in natural growth patterns is proven by this
arrangement, which enables efficient packing and maximum exposure to sunlight. The term
"phyllotaxis," which derives from the Greek words for "leaf" and "arrangement," refers to the
pattern found in sunflower seeds and is related to the Golden Ratio. Other natural forms, like
pineapples or pinecones, also exhibit this. Each newly created seed is positioned using a 137.5
degree angle by spiral phyllotaxis. This angle turns out to be ideal for cramming in as many
seeds as possible, resulting in this pattern.

These examples in nature prove how the Fibonacci sequence and the golden ratio manifest in the
growth and arrangement of living organisms, displaying the inherent mathematical beauty found
in the natural world. References: - Luneta, K. L., et al. (2013). Mathematics in the Modern
World. Quezon City: C & E Publishing, Inc.

ACTIVITY 2

Method of construction: Designing a 3D cube

CONTENT COVERED IN CAPS (2011): Space and Shape (Geometry)

CAPS (2011) SPECIFIC FOCUS

Term: 1
Content Area: Space and Shape (Geometry)
Specific Topic(s): Properties of 3-D objects

SUMMARY OF CONTENT TO COVER

Prior knowledge that will be covered:

• During this phase, the learner explores space and shape in increasing detail, moving from
simple description and recognition to classification and detailed descriptions of the traits and
attributes of two- and three-dimensional objects. • Students should be able to: describe location,
transformations, and symmetry; sketch two-dimensional shapes; and construct models of three-
dimensional objects.

Materials List:

• Cardboard
• Plastic bottles (optional)
• Paper
• Scissors
• Glue
• Markers
• Ruler

1. Assemble the necessary supplies, including cardboard, plastic bottles, paper, scissors,
glue, markers, and any added recyclables you wish to use.
2. Choose the shape—2D or 3D—that you want to use your resource to illustrate. Suppose
that we decide on a 3D cube.
3. Using a cardboard piece, cut six squares of the same size. The cube's faces will be these
squares.
4. Make sure all cardboard pieces are the same size by drawing a square with a ruler on
each one.
5. Cut the squares by following the indicated lines.
6. To form creases and a cube shape, fold each square along the marked lines.
7. To form the first two sides of the cube, glue the edges of one square to the square next to
it.
 8. Once all six sides of the cube are connected, repeat the process with the remaining
squares.
9. Give the glue time to fully dry.
10. Use colored paper or markers to add diverse colors and patterns to the cube's faces after it
has dried.
11. Optional: If you have plastic bottles, you can remove the top and bottom sections to make
more 3D shapes, such as prisms or cylinders.

Drawing with Labels and Dimensions

1. Draw six squares of equal size on a sheet of paper or cardboard.
2. Label each square with letters A, B, C, D, E, and F.
3. Connect the squares with lines to form a cube shape.

B C D

The designed resource, a three-dimensional cube composed of recyclable materials, has great
educational value when it comes to instructing fourth-grade students about shape and space. It is
in line with the recommendations of CAPS (2011), which places a strong emphasis on the
exploration of 3D shapes and the development of spatial awareness abilities. Students become
more proficient in geometry by actively taking part in hands-on learning by building the cube
themselves. They can see the attributes and features of a three-dimensional shape thanks to this
resource. Children can investigate ideas like symmetry and congruence while also examining the
cube's faces, edges, and vertices. Students can rotate and manipulate the cube to get a better
understanding of spatial relationships, which is one way that this resource fosters spatial
awareness. Students' ability to mentally manipulate and visualize objects in space is improved by
seeing how the cube appears from various viewpoints and angles. As students can decorate the
cube with colors, patterns, or even visual representations of numbers or shapes,
The resource also encourages creativity and critical thinking in the classroom. The learners will
find the activity more engaging because of this customization, which gives it a personalized and
enjoyable touch. Fourth-grade students gain a strong geometric foundation through active
construction and exploration of the 3D cube, which can help them perform better mathematically
overall, Facilitating the resource.

As a teacher, I would like to include the following components in my lessons to increase student
fun and engagement, I would assign students to create their cubes in pairs or small groups. This
promotes communication, collaboration, and problem-solving abilities. I would provide students
with a range of art items to help them decorate their cubes creatively. Because of this, the
activity has a playful aspect and promotes individual expression. Provide activities or puzzles
that center on the cube's characteristics. Count the number of faces, edges, or vertices as an
example. Students might also think about stacking or arranging several cubes in different
patterns. As an instructor, I would organize a race in which students had to put the cube together
quickly and accurately. This would increase the level of excitement for the activity and intensify
the competition. By adding fun and interactive elements, the resource not only eases learning but
also helps to create a joyful and engaging learning environment in the classroom.

ACTIVITY 2.2

2.2.1. Summative assessments, or assessment of learning (AoL) are used to evaluate students in
relation to standards and goals. Students are primarily familiar with tests and exams.

Formative and diagnostic evaluations are conducted often as part of assessment for learning
(AfL). Many methods are used to gather evidence. Usually, it is an assignment or an activity. It
is how they check the progress of their students.

2.2.2. Formative Mathematical Assessment Test: Grade 4 - Space and Shape (Geometry)

Section A: Multiple-choice Questions

Instructions: Choose the correct answer for each question and write the corresponding letter in
the space provided.

Which of the following shapes has three sides?

a) Rectangle
b) Triangle
c) Square
d) Circle
Which shape has four equal sides and four right angles?
a) Triangle
b) Circle
c) Rectangle
d) Hexagon
What is the name of a 3D shape with one circular face and one curved surface?
a) Cylinder
b) Sphere
c) Cube
d) Cone
How many vertices does a cube have?
a) 4
b) 6
c) 8
d) 10
Which shape has the largest number of sides?
a) Pentagon
b) Hexagon
c) Octagon
d) Decagon
Section B: Calculation-type Questions
Instructions: Solve the following problems and write your answers in the space provided.

Find the perimeter of a rectangle 8 cm long and 5 cm wide.

Calculate the area of a square with a side length of 6 meters.
Section C: Problem-solving Questions
Instructions: Read the problem carefully and answer the questions.

Lisa wants to build a fence around her garden, shaped like a rectangular field. The length of the
garden is 12 meters, and the width is 8 meters. Calculate the total length of the fence she needs to
buy.
John has a cylindrical container with a height of 10 cm and a radius of 4 cm. He wants to paint
the entire outer surface of the container. Calculate the total surface area he needs to paint.
Memorandum:

Section A: Multiple-choice Questions

b) Triangle (1 mark)
c) Rectangle (1 mark)
d) Cone (1 mark)
c) 8 (1 mark)
d) Decagon (1 mark)
Section B: Calculation-type Questions

Perimeter = 2(length + width) = 2(8 cm + 5 cm) = 26 cm (2 marks)

Area = side length × side length = 6 m × 6 m = 36 square meters (2 marks)
Section C: Problem-solving Questions

Total length of the fence = 2(length + width) = 2(12 m + 8 m) = 40 meters (3 marks)

Total surface area = 2πrh + πr² = 2π (4 cm) (10 cm) + π (4 cm) ² = 80π + 16π = 96π square
centimeters (3 marks)
Note: Mark allocations are subject to the specific guidelines and scoring system used in the
classroom.
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