212 Exam Assignment

JGS 212 Examination assignment brief June 2022
UNIVERSITY OF PRETORIA
FACULTY OF EDUCATION
EARLY CHILDHOOD EDUCATION
JGS 212 – Academic Mathematics for Foundation Phase

Students
Examination assignment:
Mathematics word problem solving instruction:
Bridging the gap between teaching and learning
Date: 17 June 2022
Name and surname TSHIAMO SEKATANA

Student number 21493091 Cell number
064 669 4796
E-mail address
Signature Hereby, I acknowledge that this assignment is my own work:
Photograph of myself
2|Page
Declaration
This exam assignment substitutes your formal written exam. Through the completion of this
examination assignment, you will be exposed to the teaching and learning of mathematics
word problem solving, with the special emphasis on bridging the gap between teachers’
instruction of mathematics word problems and learners’ performance in this field of
mathematics instruction.
Please read the integrity statement below and then complete the declaration below:
The University of Pretoria commits itself to produce academic work of integrity. I affirm that I
am aware of and have read the Rules and Policies of the University, more specifically the
Disciplinary Procedure and the Tests and Examinations Rules, which prohibit any unethical,
dishonest or improper conduct during tests, assignments, examinations and/or any other
forms of assessment. I am aware that no student or any other person may assist or attempt
to assist another student, or obtain help, or attempt to obtain help from another student or any
other person during tests, assessments, assignments, examinations and/or any other forms
of assessment.
I, (Name and Surname) TSHIAMO SEKATANA with the student number 21493092
hereby declare that I agree with the above integrity statement and further declare that I will
conduct this examination assignment in line with assessment policy of the University of
Pretoria.
Furthermore, I agree that should I be found guilty of misconduct or irregular activity during any
stage of completing this online examination assessment of JGS 212, to appear in front of a
disciplinary committee and face the consequences involved.
Internal Moderator: Ms M. Lekgetho Examiner: Ms N Swanepoel

External Moderator: Mrs. A. Hartley
3|Page
TABLE OF CONTENT
INTRODUCTION…………………………………………….5
CHOICE OF WORD PROBLEMS………………………….6
RESOURCES………………………………………………...7
TEACHING & LEARNING………………………………….8
THEORITICAL BACKGROUND…………………………11
LESSON PLAN 1…………………………………………12
LESSON PLAN 2…………………………………………...16
REFLECTION……………………………………………….20
BIBLIOGRAPHY……………………………………………21
RUBRIC…………………………………………………….23
4|Page
Introduction:
My fondest memories of mathematics word problem solving is that maths problem solving
can be tricky and has never been a strong point having to answer questions regarding
problem solving was my worst fear, every time when I had to memorize how to do a math
problem I will quickly forget. But when I was busy tackling and learning I realized that the
purpose of word problems is not to teach you how to memorize but to teach you how to think
logically about abstract issues, that you learn how to do math by playing with math once you
play with enough problems of a particular type, you not only know how to solve them
without really thinking about it you know how to recognize that type of problem.
5|Page
Choice of two-word problems:
Word Problem 1
Grade 2
Number operations and relationship
Division (Sharing)
This word problem shows how learning to divide quantities, it is very useful in real life, it is
one of the four basic operations and learners will be taught it with real object and using real-
life scenarios to help them understand the concept.
Word problem 2
Grade 2
Number operations and relationship
Addition
This word problem shows how to solve word problems using addition, it will get them to practice on
addition operation with single- and two-digits numbers.
6|Page
Resources:
Resources aid the student-teacher in explaining the mathematics word problem:

The chalkboard
Pictures
Whiteboard
Counters
Worksheets
Resources aid the learner in understanding the mathematics word problem

Real objects such as counting blocks, buttons, beads and bottle tops
Flashcards
Worksheets
Counters
Number cards
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Teaching and learning:
Evidence Pictures
8|Page
9|Page
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Theoretical background and research:
Practices of word problem solving instruction:

• Try to first understand the problem
• What are the unknown
• What information is given
• What is the question
• Find possible solutions to the problem through trial and improvement
• Search the problem for possible patterns.
Cracking vocabulary:
Teachers must be purposeful in constructing learning experiences that direct learners’
attention to specific words and their meaning. The statistics indicate that our learners have
not yet managed to crack the code of mathematical knowledge, although mathematics is
visual language of symbol and numbers it also expressed and explained through written and
spoken words.
• Pedagogical content knowledge- is that distinctive knowledge domain that
differentiates the expert teacher in a subject area from the subject expert. While
general pedagogical knowledge can be generically applied to all teaching subjects.
Mathematical proficiencies:
Mathematical proficiency is the ability to competently apply the five interdependent strands
of mathematical proficiency to mathematical investigations, the components of it are
conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and
productive disposition.
1. Strategic competence- ability to formulate, represent and solve mathematical
problems.
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2. Adaptive reasoning- the capacity for logical thought, reflection, explanation and
justification.
LESSON PLANS:
Student name and surname: Student number:

T S H I A MO S E K A T A N A 2 1 4 9 3 0 9 1
Programme:
X B.E PGC
Lesson plan 1 d. E
number:
LESSON 1 DIVISION/SHARING
1. SUBJECT: 2. KNOWLEDGE AREA (ONLY for

Mathematics Foundation Phase):
Numbers, operation, and relationships.
1.2. DATE:
2 0 2 2 0 6 1 3 3. TOPIC
SHARING/DIVISION
1.3. GRADE: 45 minutes
(Indicate with an X on the appropriate box) 15 Learners
R X 1 1 1
R R 1 2 3 4 5 6 7 8 9 0 1 2
4. LESSON OUTCOME(S):
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Own lesson outcome/s based on General and Specific Aims from CAPS, in your own words:
4.1. At the start of this lesson the learners should already know… and can do…
(State existing knowledge, skills and values)
• To count with one-to-one correspondence
• To identify and recognise to sorting objects into groups of equal
• Solve problems (story sums) involving equal sharing with whole numbers up to 10 and
with answers that may include remainders.
4.2. By the end of the lesson the learners should be able to…
(State new knowledge, skills and values)
• Will understand basic division.
• Share the counters and beads into equal groups.
• Will be able to convey their division answers using words.
• Be able to write a division sentence.
5. LTSMs (Educational media)

(Name LTSMs used in lesson and reference ALL your resources under Bibliography/List of
references. Pay attention to the variety, relevance, effectiveness and applicability of the LTSM you
selected for the lesson).
5.1. Whiteboards /
5.2. counters; crayons
5.3. beads and projector
6. Bibliography (abridged Harvard method) of All sources consulted

(e.g., Smit, L. 2011.Teaching. Pretoria: Van Schaik)
• Number Literacy: What’s My Place? What’s My Value? by Debby Head and Libby Pollett,
http://bbypublications.com/products/number-literacy/
• Illustrative Mathematics, https://www.illustrativemathematics.org/
• Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by Jessica F.
Shumway.
• Lesson plan created by Sophia Burr, K-8 Math Coach, Dinuba Unified School District
http://dusd.dinuba.k12.ca.us/
7. LESSON PHASES:
7.1 THEME (Context; big idea):

(What theme will you use to contextualize your lesson, link it to learners' real world and introduce
your topic?)
13 | P a g e
• This lesson is designed to help students practically solve problems involving equal
sharing and grouping with whole numbers up to 10 and with answers that may include
remainders.
• Learners use a number board to count forwards and backwards in ones to a maximum of
20. Ask learners to start at different numbers and count on from there.
7.2 INTRODUCTION (Time allocated …10 min)

(Capture attention, create learning atmosphere, teacher-learner dialogue, awaken prior knowledge):
• To begin the lesson, activate students’ prior knowledge by displaying different numbers
and division on a whiteboard.
• They will have to recognize the list of counting words in order (e.g., “one, two, three…”
number charts and number lines.
• Give learners 2 cups and 4 counters. Ask them to share the counters between the cups
(two).
• Give learners 2 cups and 8 counters. Ask them to share the counters between the cups
(four) and repeat with other numbers.
Give learners opportunities to practice mental calculations using division.
7.3 DEVELOPMENT (Time allocated ………20min)

(Continue teacher-learner dialogue to start with new knowledge, learner-centred activities,
applicable content, consider questions to guide learners towards critical thinking, show sequence
of teaching events etc.):
ACTIVITY 1 WHOLE CLASS ACTITY

In this activity I will group my learners in a group of 5 I then give each group of learners 10 crayons.
• Ask them to share the crayons between them in their group.
• Ask: How many crayons do you each have? (2)
• Ask: Why don’t some of you have 3 and others only 1?
• Ask: How did you share the crayons? What did you do? (We went 1 for you, 1 for me…
until we were finished sharing)
• Get learners to share the crayons and in their pairs.
• Discuss the sharing explaining how they were able to share the crayons fairly, and how
they were able to check that everyone in their group were equal.
ACTIVITY 2
• Learners will be in pairs with the beads.
• Give each pair of learners 5 beads.
• Ask them to share the beads between them in their pairs.
• Ask: How many beads do you each have? (2 and 3/2 and 2, and there is one left over.)
• Ask: Why are there different answers?
• Why is this one different to sharing 4 beads? (We can’t share 5 equally – there is one left
over.) Ask: So what must we do with the one that is left over? (Let learners problem solve
and provide a variety of suggestions like: Throw it away/Give it to someone who does not
have any crayons/Break it in half/etc. It is important to not ignore the remainder. It must
be acknowledged, so that learners get used to saying. Five shared between 2 is 2 with one
left over.)
• Get learners to share 3 beads and 7beads in their pairs.
14 | P a g e
7.4 CONSOLIDATION (Time allocated …………15 min)

(Consider ways to ascertain that learner have achieved the outcomes, recapping of main teaching
points, assessment, wrap up):
Students will sit back at their desks and complete the classwork.
1. Share these counters
– make a drawing of what you do:
a) between two learners (○ ○) (○ ○)
b) between four learners (○) (○) (○) (○)
c) between two learners (○ ○) (○ ○) ○
d) between three learners (○) (○) (○) ○ ○
2. There are 6 apples. Share the apples between Thabo and Ben.
How many apples will they each get?
Draw a picture to show your working.
(○ ○ ○) (○○○) (3 apples each)
3. There are 9 sweets. Share the sweets between Mary, Lebow and Thuli.
How many sweets will they each get?
(○○○) (○○○) (○○○) (3 sweet each with one left over)
4. There are 11 cars. Share the cars between Sipho and John.
How many cars will they each get?
(○○○○○) (○○○○○) ○ (5 cars each with one left over)
8. NARRATIVE REFLECTION
• Students have multiple opportunities to develop strategies for mental math division.
• Students develop strategies for solving the problem. They also share and defend their
thinking.
• Mathematically proficient students are precise in their communication and calculations.
Students communicate clearly, using grade-level appropriate vocabulary accurately as
well as giving precise explanations and reasoning regarding their process of finding
solutions.
• Students have difficulty with the sharing that leaves a reminder.
• Some students still approach this division problem as a counting problem.
• Next time I will bring students back for about 10 minutes to facilitate a mini discussion. I
will ask them what two different ways of thinking about division are and what they have
learned today. I will assess my own teaching through self-reflection by looking at the
achievement of my learner's and asking them about the difficulties they met during my
lesson.
15 | P a g e
LESSON 2 ADDITION
1. SUBJECT: 2. KNOWLEDGE AREA (ONLY for

Mathematics Foundation Phase):
Numbers, operation, and relationships.
1.2. DATE:
2 0 2 2 0 6 1 3 3. TOPIC
Addition
1.3. GRADE: 45 minutes
(Indicate with an X on the appropriate box) 15 Learners
R X 1 1 1
R R 1 2 3 4 5 6 7 8 9 0 1 2
4. LESSON OUTCOME(S):
Own lesson outcome/s based on General and Specific Aims from CAPS, in your own words:
4.1. At the start of this lesson the learners should already know… and can do…
(State existing knowledge, skills and values)
To count with one-to-one correspondence
• Model numbers up to 50 using place value blocks
• Adding one-digit number to a two-digit number.
16 | P a g e
• Use concrete apparatus and physical number ladders to solve addition story sums in
context.
• Explain own solutions to problems involving addition with answers up to 50
4.2. By the end of the lesson the learners should be able to…
(State new knowledge, skills and values)
• Will understand basic addition
• Be able to add two single-digit numbers together.
• Will be able to convey their addition answers using words.
5. LTSMs (Educational media)

(Name LTSMs used in lesson and reference ALL your resources under Bibliography/List of
references. Pay attention to the variety, relevance, effectiveness and applicability of the LTSM you
selected for the lesson).
5.1. Whiteboards /
5.2. counters.
5.3. cards and projector
6. Bibliography (abridged Harvard method) of All sources consulted

(e.g. Smit, L. 2011.Teaching. Pretoria: Van Schaik)
• Number Literacy: What’s My Place? What’s My Value? by Debby Head and Libby Pollett,
http://bbypublications.com/products/number-literacy/
• Illustrative Mathematics, https://www.illustrativemathematics.org/.
• Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by Jessica F.
Shumway.
• Lesson plan created by Sophia Burr, K-8 Math Coach, Dinuba Unified School District,
http://dusd.dinuba.k12.ca.us/
7. LESSON PHASES:
7.1 THEME (Context; big idea):

(What theme will you use to contextualise your lesson, link it to learners' real world and introduce
your topic?)
• This lesson is designed to help students practically solve problems involving using
concrete apparatus and pictures and explain solutions to problems involving addition.
• Learners use a number board to count forwards and backwards in ones to a maximum of
20. Ask learners to start at different numbers and count on from there.
17 | P a g e
7.2 INTRODUCTION (Time allocated ………15min)

(Capture attention, create learning atmosphere, teacher-learner dialogue, awaken prior knowledge):
• To begin the lesson, activate students’ prior knowledge by displaying different numbers
and addition on a whiteboard.
• I will ask the students if they know how to add, take responses by raised hands.
• Show them two manipulatives, ask them to add the two manipulatives.
• Reiterate to the students one plus one equals two, etc.
• Write the equation on the whiteboard and work with them on the equation.
• Give learners opportunities to practice mental calculations using addition.
7.3 DEVELOPMENT (Time allocated ………….20min)

(Continue teacher-learner dialogue to start with new knowledge, learner-centered activities,
applicable content, consider questions to guide learners towards critical thinking, show sequence
of teaching events etc.):
ACTIVITY 1 WHOLE CLASS ACTITY

• In this activity I will group my learners in a group of 5 I then give each group of learner’s
counters and addition equations to work on.
• Ask them to come up with their own equations in their group.
• Ask: How many equations did they solve? (2)
• Ask: How did you the solve the equations using counters? What did you do?
• Get learners to share the crayons and in their pairs.
• Discuss the addition explaining how they were able to solve the problems, and how they
were able to check that the answers are correct.
ACTIVITY 2
• Learners will be in pairs with the beads.
• Give each learner 5 beads.
• Ask them to pair in groups of their choice and add the beads between them in their pairs.
• Ask: How many beads do you each have?
• Ask: Why are there different answers?
• Get learners to count the beads in each group.
7.4 CONSOLIDATION (Time allocated …………10min)

(Consider ways to ascertain that learner have achieved the outcomes, recapping of main teaching
points, assessment, wrap up):
Students will sit back at their desks and complete the classwork.
1. Add these counters
– make a drawing of what you do:
a) 2+2= (○ ○) (○ ○)
b) 1+3= (○) (○○○)
c) 2+2+1= (○ ○) (○ ○) ○
d) 1+1+1+2= (○) (○) (○) ○ ○
18 | P a g e
2. Thabo has 6 apples and Ben has 3 apples.

How many apples will they add altogether?
(○ ○ ○○○○) +(○○○) = 9 apples
3. Thuli has 5 sweets, Mary has 3 sweets, and Lebow has 6 sweets.
How many sweets will they add altogether?
(○○○○○) + (○○○) + (○○○○○○) =14 sweets
4. Sipho has 4 cars and John has 8.

How many cars will they add altogether?
(○○○○) + (○○○○○○○○) = (12 cars)
8. NARRATIVE REFLECTION
• Students have multiple opportunities to develop strategies for mental math division.
• Students develop strategies for solving the problem. They also share and defend their
thinking.
• Mathematically proficient students are precise in their communication and calculations.
Students communicate clearly, using grade-level appropriate vocabulary accurately as
well as giving precise explanations and reasoning regarding their process of finding
solutions.
• Students have difficulty with the adding unknown numbers.
• Some students still approach this addition problem as a counting problem.
• Next time I will bring students back for about 10 minutes to facilitate a mini discussion. I
will ask them what two different ways of thinking about addition are and what they have
learned today what difficulties did they meet during my lesson. I will assess my own
teaching through self-reflection by looking at the achievement of my learner's.
19 | P a g e
Reflection on the teaching and learning experience:
My view on mathematical word problem differs a bit not too much after the assignment
because now it doesn’t look as difficult as I thought before, I attained skills that help to solve
problems, I have an insight that ‘solving a problem means finding a way out of difficulty and
a way around an obstacle. The assignment helped me with problem solving strategies that
I must follow to successfully solve problems. I have attained skills that to solve a problem
you must first understand both the task and the given information and in order to understand
the problem I must read and re-read the problem carefully to get an overview of the problem.
You must understand the information in the problem and identify what you must solve.
Another thing I learned is to devise a plan which will help me solve a problem which is to
experiment with more than one strategy to solve a problem and carrying out my plan which
is to work out the detail to solve the problem, work accurately and stay focussed on the
actual question. The last thing is evaluation and checking my solution this is where I decide
how realistic my answers are and trying to check with another method.
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REFERENCES:
Ball, D.L., & Phelps, G. (2018). Content knowledge for teaching: What makes it special?
Journal of Teacher Education. 59(5), 389-407.
Bamby, P., & Bilsborough, L. (2019). Primary Mathematics Teaching for Understanding.
Glasgow: Bell and Bain Ltd.
Department of Basic Education. (2012). Curriculum and Assessment Policy Statement (CAPS)
– Foundation Phase Mathematics Grades R-3.
Department of Basic Education. (2012). Grade 2 Workbook: Term 1.

http://www.education.gov.za/WorkbookDownload/tabid/643/Default.aspx.
Department of Basic Education. (2012). Grade 2 Workbook: Term 3.

http://www.education.gov.za/WorkbookDownload/tabid/643/Default.aspx.
Nel, C., 2012. Cracking the Vocabulary Code in Mathematics in the Foundation Phase. South
African Journal of Childhood Education, 2(2), pp.15-34.
Van de Walle, J., & Karp, K.S. (2010). Elementary and middle school Mathematics. Teaching
developmentally. United States of America: Pearson Education, Inc.
21 | P a g e
Examination assignment rubric

Introduction:
Your memories about mathematics word problem solving before the assignment 5
Choice of two word problems:

Correctness, relevance, suitability, functionality and age appropriateness of the
selected word problems. (Please clearly indicate the Grade, the theme and the
concept that you have chosen to focus on)
Word problem 1 5
Word problem 2 5
Resources:
Resources aid the student-teacher in explaining the mathematics word problem 5
Resources aid the learner in understanding the mathematics word problem 5
Teaching and learning:

Evidence of learning is provided 5
Appropriate learning experiences are created and provided 5
Appropriate exposure to mathematics register 5
Evidence of creativity 5
22 | P a g e
Theoretical background and research:

Best practices on mathematics word problem solving instruction 5
Integration and explanation of cracking the vocabulary code (Please see reference 5
1)
Integration and explanation of mathematics proficiencies. Explain the importance of 5
the mathematics proficiencies in mathematics teaching and learning.
Addressing mathematics habits of mind (Choose 2 and explain how you integrated 10
and applied it to your teaching).
Lesson plan for both word problems:

Lesson plan for word problem 1 5
Lesson plan for word problem 2 5
Reflection on the teaching and learning experience:

How does your view on mathematics word problems differ now after the 5
assignment?
Submission
5
Correct submission
Bibliography:
Number and variety of sources used 5
List of references correctly referenced according to the Harvard method 5
Technical presentation, neatness and professionalism of the assignment 5
Front page for assignment (Please include a photo of yourself) 10

Assessment sheet (all the pages) – complete necessary information
Table of contents (Numbers and headings of questions, page numbers
Page numbers in the text
Font size (Arial 11)
Correct spelling
TOTAL: 115
Reference 1
Nel, C., 2012. Cracking the Vocabulary Code in Mathematics in the Foundation Phase. South African
Journal of Childhood Education, 2(2), pp.15-34.
23 | P a g e
Reference 2
Groves, S., 2012. Developing mathematical proficiency. Journal of science and mathematics education
in Southeast Asia, 35(2), pp.119-145.
Reference 3
Kilpatrick, J.E.R.E.M.Y., 2004. Promoting the proficiency of US mathematics teachers through centers
for learning and teaching. In Educating for the future. Proceedings of an international symposium on
mathematics teacher education (pp. 143-157).
Reference 4
Lim, K.H. and Selden, A., 2009, September. Mathematical habits of mind. In Proceedings of the thirty
first annual Meeting of the North American Chapter of the International Group for the Psychology of
Mathematics Education (pp. 1576-1583).
Reference 5
Gordon, M., 2011. Mathematical habits of mind: Promoting students’ thoughtful considerations. Journal
of Curriculum Studies, 43(4), pp.457-469.
24 | P a g e

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JGS 212 Examination assignment brief June 2022

JGS 212 – Academic Mathematics for Foundation Phase

Date: 17 June 2022

Name and surname TSHIAMO SEKATANA

Internal Moderator: Ms M. Lekgetho Examiner: Ms N Swanepoel

CHOICE OF WORD PROBLEMS………………………….6

TEACHING & LEARNING………………………………….8

LESSON PLAN 1…………………………………………12

LESSON PLAN 2…………………………………………...16

Choice of two-word problems:

Resources aid the student-teacher in explaining the mathematics word problem:

Resources aid the learner in understanding the mathematics word problem

Teaching and learning:

Theoretical background and research:

Practices of word problem solving instruction:

Student name and surname: Student number:

1. SUBJECT: 2. KNOWLEDGE AREA (ONLY for

5. LTSMs (Educational media)

6. Bibliography (abridged Harvard method) of All sources consulted

7.1 THEME (Context; big idea):

7.2 INTRODUCTION (Time allocated …10 min)

7.3 DEVELOPMENT (Time allocated ………20min)

ACTIVITY 1 WHOLE CLASS ACTITY

7.4 CONSOLIDATION (Time allocated …………15 min)

1. SUBJECT: 2. KNOWLEDGE AREA (ONLY for

5. LTSMs (Educational media)

6. Bibliography (abridged Harvard method) of All sources consulted

7.1 THEME (Context; big idea):

7.2 INTRODUCTION (Time allocated ………15min)

7.3 DEVELOPMENT (Time allocated ………….20min)

ACTIVITY 1 WHOLE CLASS ACTITY

7.4 CONSOLIDATION (Time allocated …………10min)

2. Thabo has 6 apples and Ben has 3 apples.

4. Sipho has 4 cars and John has 8.

Reflection on the teaching and learning experience:

Department of Basic Education. (2012). Grade 2 Workbook: Term 1.

Department of Basic Education. (2012). Grade 2 Workbook: Term 3.

Examination assignment rubric

Choice of two word problems:

Teaching and learning:

Theoretical background and research:

Lesson plan for both word problems:

Reflection on the teaching and learning experience:

Front page for assignment (Please include a photo of yourself) 10

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