Assessment 04
Name: Mmabo Mabuela
Module: TMN3704 Code 143205
Student number:50713922
Date:18-08-2025
Activity 1
1.1 Common Fraction: represent a part of a whole, written as a/b a is the numerator and b is the
denominator so is known as simple fraction represents a part of a whole.
1.2 Numerator: (a) this represent the number of parts of the whole that are being considered.
It’s the top number used on fraction e.g. ¾ the numerator is 3 which means we are
considered 3 parts.
b. Denominator: the denominator (b) indicates the total number of equal parts the whole
has been divided into. It’s the bottom number in the [Link] the fraction ¾, denominator
is 4 meaning the whole has been divided into 4 equal parts.
1.4
1.4.1 Topic common fractions are typically taught over specific terms to ensure comprehensive
understanding. According to the CAPS curriculum, this topic usually covered in Term 1 of Grade
5 where leaners start to understand the magnitude of fractions, ordering, and comparing them
as well expressing equivalence then foundational knowledge is built upon Term 2 where
learners continue to develop their skills in adding and subtracting fractions.
1.4.2 The time allocated to the topic of common fractions in Grade 5 normally is estimated 4 to
6 weeks which includes, Introduction to Fractions and understanding equivalent fractions in
Term 1, the focus is on understanding equivalence before writing symbols in equations.
Activity 2
2.1 understanding of aim refers to the overall goal as the teacher intends to achieve by the end
of the lesson, providing direction and focus and objective are measurable and clear statement
that shows learners should be able to do on the lesson there after.
2.2 The aim of the lesson on the Common fractions is to enable learners to understand the
fundamental principles and the reason of the topic which will be enhancing their foundational
knowledge.
2.3 Two objectives I want learners to achieve by the end of the lessons:
[Link] will be able to explain and show examples of fractions of whole numbers that
simplify to whole numbers, to show understanding of the idea.
[Link] will be able to simplify fractions of whole numbers that result in whole numbers,
such as being able to understand that 4/2=2.
2.4 Leaners can also do brainstorming of basic division facts, understanding that dividing a
whole number by another whole number can result in a whole number, and familiarity with the
idea of fractions as parts of a whole. It’s important to understand also the relationship between
multiplication and division.
Activity 3
Conceptual exploration through visual models: this will help learners understand the
relationship between fractions and whole numbers by using diagrams, such as pie charts or
number lines, which make the abstract idea more realistic. This strategy encourages critical
thinking by allowing learners to visualise how factions of whole numbers can result in whole
numbers motivating understanding.
Problem solving with real-world context: which includes engaging learners in task like dividing
objects or sharing resources, which makes the learning relevant and stimulates critical thinking.
When learners apply fractions to real-life situations, they able to distinguish better
comprehension of the idea.
Learners can wok in Group Work to create visual representations of fractions of whole numbers,
such as drawing pie charts or using manipulatives like fraction bars. This encourages active
participation and peer discussion, helping the understand the concept visually and practically.
They will be able to set objects equally or calculating parts of a whole in practical scenario,
which encourages critical thinking and application of their understanding
Learners will be able have their own solutions: when explaining their reasoning to friends this
encourages a learner-centred environment where they actively show their understanding.
Activity 4
4.1
1. How would I introduce the lesson it’s important to begin with warm greetings and
appreciate learners to create a conducive environment then I would start with easy and
simple interacting with Questions e.g. doing brainstorming to assess the level of
understanding of the lesson based on fractions and I can also use real-life world
scenario they can relate with e.g. imagine if when they must share pizza today, we will
be looking at how to divide things into equal.
2. This is how the Breakdown will be for 40 Minutes lesson: My Introduction will be for
(5Minutes) in short introduce Lesson topic and its relevance interact with learners with
few questions.
Main Activity (20 minutes) Learners can participate in a brief of the introduction
discussion to activate prior knowledge.
Present main key points using learner cantered media e.g. videos, pictures can also
include group discussions and lastly ask questions or give activities individual
b. Role of the teachers and learner’s activities: Review (15 Minutes) Using of Media it’s
kind of interesting to learners I will also use fractions circles or pictures to attract their
Concentrations and explain the lesson just give them background and expectations of
the lesson and Tools like videos help learners to explore the concept of the lesson also
at their own pace its part of Growth.
• i will focus on active learning by involving learners in discussions and hands on
activities.
• Also use different teaching methods like Group work and interactive exercises,
technology or media to show the development of fractions and continuously assess
understanding through question and answer and formative activities.
• it’s important to explain or have key points that will simply any misconceptions, this can
also help using quizzes to reflect on learners understanding to foster learning
environment and its crucial as an educator to do follow-up activities or homework to
encourage the concept.
[Link] in (5 minutes) it is important to give overview of the topic, revise a bit to assess
their understanding and lastly give homework showing how they interact on the lesson.
• 4.2 Learners gets challenged in understanding that fractions can represent parts of a
whole that sum to a whole number to address the challenge will be using visual aid like
pie charts to show how fractions add up to whole numbers.
• Second challenge: Confusion in explaining fractions when a fraction equals a whole
number the solution is to give then examples showing common fractions like ½ etc to
make it easy to their understanding to whole numbers.
• Third one applying idea to solve word problems or real-life scenarios this will be the
solution identify and work with fractions that result in whole numbers, encouraging
practice understanding.
Activity 5
5.1 its important to make tasks accessible to all learners, including those with disabilities, by
providing multiple means of engagement:
• I will use clear and simple language to ensure comprehension for learner with language
processing difficulties.
• Provide alternative formats such as audio recording or large print for learners with visual
impairments.
• Allow the use of assistive technologies like speech to text or screen readers to support
leaners with disabilities
• Offer flexible timing or additional time for leaners who need it to make sure they can
complete activities without undue pressure.
5.2 spacing assessment prevent learner fatigue and allows for continuous monitoring of
progress. Formative tasks help learners identify area for improvement, while summative tasks
evaluate overall achievement to make sure there is a balanced approach.
5.3 well I would say I agree because pre-marketing meetings promotes fairness and clarity
among assessors.
The activities provide an opportunity to discuss and the criteria to resolve inconsistent and help
in reducing uniformly.
Activity 6
6.1 Learners will investigate the properties of a square through hands on activities and
observations, they will examine the sides angles, s symmetry, and area of various squares. First
learners will measure and compare the area of squares with different side length.
Finally, they will now have to observe that the diagonals of square are equal and bisect each
other at right angles, confirming the properties of diagonals.
6.2
Criteria Excellent level 3 Satisfactory level 2 Needs improvement level 1
Understanding of Demonstrates through Shows basic Lacks clear under
understanding with
Properties Understanding of all
some minor
properties of square
inaccuracies or
with accurate a
omissions
observations and
explanations.
Engagement and Actively participates, Participates Shows minimal
participation asks questions, and adequately but participation or interest in
explores properties shows limited activity
with enthusiasm. curiosity or
engagement
Reference: used google, Grade 5 and 6 Text book including ATP.