CMAP02R/101/0/2017

Tutorial letter 101/0/2017

Measurement, Space and Shape Statistics

CMAP02R

Year Module

Centre for Continuing Education and Training

IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
 CONTENTS
Page

1 INTRODUCTION .......................................................................................................................... 4
2 PURPOSE OF AND OUTCOMES FOR THE MODULE .............................................................. 5
2.1 Purpose ........................................................................................................................................ 5
2.2 Outcomes ..................................................................................................................................... 5
3 LECTURER(S) AND CONTACT DETAILS .................................................................................. 6
3.1 Lecturer(s) .................................................................................................................................... 6
3.2 Department ................................................................................................................................... 6
3.3 University ...................................................................................................................................... 6
4 MODULE-RELATED RESOURCES ............................................................................................. 7
4.1 Prescribed books .......................................................................................................................... 7
4.2 Recommended books ................................................................................................................. 10
4.3 Electronic Reserves (e-Reserves) .............................................................................................. 10
5 STUDENT SUPPORT SERVICES FOR THE MODULE ............................................................. 10
6 MODULE-SPECIFIC STUDY PLAN ........................................................................................... 10
7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .................................. 11
8 ASSESSMENT ........................................................................................................................... 11
8.1 Assessment plan ........................................................................................................................ 11
8.2 General assignment numbers ..................................................................................................... 11
8.2.1 Unique assignment numbers ...................................................................................................... 12
8.2.2 Due dates for assignments ......................................................................................................... 12
8.3 Submission of assignments ........................................................................................................ 12
8.4 Assignments ............................................................................................................................... 13
9 OTHER ASSESSMENT METHODS ......................................................................................... 330
10 EXAMINATION ........................................................................................................................ 330
11 FREQUENTLY ASKED QUESTIONS ...................................................................................... 330
12 SOURCES CONSULTED ......................................................................................................... 330
13 CONCLUSION ......................................................................................................................... 330
14 ADDENDUM............................................................................................................................... 35

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1. INTRODUCTION

Dear Student

This tutorial letter is important as it contains

assignment questions and other information.

As part of your study material, you will receive a text

Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2016). Elementary and middle
school mathematics – Teaching developmentally. 9th Edition (Global Edition). New
Jersey: Pearson Education.

You must start working through the text book straight away. Your first
assignment deals with the first four chapters in this book. You will have to start
with this assignment as soon as you received the study material, as you will
have to cover quite a substantial amount of work to complete this assignment
successfully.

Before you tackle the assignments, please refer to the list of do's and don'ts.

Do’s
 Use the assignments to help you plan your
work schedule
 Work regularly on the
assignments. Show each step of
your working Read each
question carefully.
 Check your answers and
presentation for errors in logic as
well as careless calculation errors.

 Discuss difficult questions with other students - form a study group.

Read the hints and comments carefully and do corrections for yourself.
Keep all your rough work because your assignment may get lost in
the post and then you will have to redo it.

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Don’ts
DO NOT:
 rush through the questions
 leave out questions if you think your
answer is wrong - we can help you
more effectively if we see where you
have made mistakes
 scribble alterations over other work - rather start over
 write down someone else's answer - hence duplicating someone else's
mistakes
 be discouraged when you do not pass an assignment. Just work harder on the
corrections.

2. PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose
The purpose of this module is to help education practitioners (primary school
mathematics teachers to acquire geometric and statistical knowledge relating to
measurements, space and shape. The content of this module will assist teachers to have
confidence to teach these critical topics in a manner that sets a formidable foundation for
future learning in these areas.

2.2 Outcomes
On completion of this CMAP02R module, you should be able to:

 to use effective teaching strategies to teach geometry at a primary level

education;
 to explain geometrical concepts to teach the 2-dimentional (2D) and 3D topics
at primary level;
 to apply the geometry and statistics topics in the Curriculum and Assessment
Policy Statement (CAPS) to real-life context; and,
 to apply these concepts in other learning areas.

3. LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)
The following contact details are provided for your convenience (The dialing code for
Pretoria is 012. Foreign students should dial +27 12 ….)

Lecturer:
Dr Joseph J Dhlamini
Office: 7-13, AJH Building, UNISA
012 429 2023 (Work) (08:00–16:00)
Email: dhlamjj@unisa.ac.za

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You should have your student number at hand when you contact the university by
telephone.

3.2 Department/ Centre

Centre for Continuing Education and Training

Tel: (012) 429 4627 / 4789 / 4817 / 4511

Fax: (012) 429 4800

Address: Centre for Continuing Education and Training

University of South Africa
PO Box 392
Unisa
0003

3.3 University
For other administration issues such as those regarding assignments contact the
following:
Assignments: assign@unisa.ac.za
Exam enquiries: exams@unisa.ac.za
When you have completed your assignment and portfolio, send it to the address
below:
Assignments
PO Box 392,
Unisa,
0003

4. MODULE-RELATED RESOURCES

4.1 Prescribed books

Your prescribed book/ textbook for CMAP2R for 2016 is listed below:

Textbook: Elementary and Middle School Mathematics: Teaching

Developmentally. (Ninth/ Global Edition), 2016
Author: John A van de Walle et al

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Consider the following chapters for your prescribed textbook:

Chapter 14
Algebraic thinking: Generalisations, Patterns and Functions
This chapter introduces you to interesting ideas linked to patterns and the
related algebraic concepts. It is in your own interest to study this chapter in
such a manner that that you can teach the concepts in your classroom.
After studying this chapter, you should be able to:

 Recognize, extend, and generalize different patterns in words as well as in

symbols;
 Understand algebraic vocabulary;
 Analyse situations with the use of symbols; and,
 Solve equations

Exploring functions
Functions form one of the cornerstones on which Mathematics in High School is
built. Learners should be introduced to this important topic at a young age and
explore the various ways in which functions can be represented.
It is the responsibility of the Intermediate and Senior Phase educators to
gradually introduce the concepts related to functions to his/her learners.
After completing this chapter, you should be able to:

 Describe and explain all the concepts relating to

functions;
 Relate the concept of a function to real life situations;
Represent functions in different forms
 Develop function concepts in the classroom

Chapter 18
Proportional reasoning
Ratio and proportions are often much neglected topics. However, we use
these concepts very often in our daily lives. Do not teach this section with
mechanical rules and procedures.
After working through this chapter you should be able to:
 Explain the difference between ratio and
proportion;
 compare ratios;
 dividing in ratios;
 enlarge and reduce drawing in a certain proportion;
 do problems involving percentage increase or decrease.

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Chapter 19
Developing measurement concepts
This is an important chapter in your textbook. One of the important tasks of
any Intermediate and Senior Phase educator is to teach concepts related to
measurement.
After working through this chapter you should be able to:

 discuss and apply a general plan of instruction on how to teach

concepts based on measurement
 explain the importance of teaching learners to do estimations related to
measurement
 teach with the guidance of your textbook the measurement of length,
mass, capacity, volume, angles, area perimeter and time.

Chapter 20
Geometric thinking and Geometric concepts
The geometry done in the Intermediate Phase and the start of the Senior
Phase should aim at the development of geometric reasoning and spatial
sense. This chapter is important to every educator in our country, because the
teaching of geometric concepts in our schools is often neglected.
After studying this chapter, you should be able to:

 explain the importance of the thought levels of van Hiele for the teaching
and learning of geometry
 apply the use of geometrical activities discussed in this chapter in your
classroom
 do , and use in your classroom the activities linked to the different dot
and grid papers discussed in the textbook, and shown on page C-6
(appendix C)

Chapter 21
Concepts of data analysis
In the Curriculum and Assessment Policy Statements (CAPS) document, you should
know all the Content area, General content focus and Specific content focus for the
Intermediate and Senior Phase. Concepts related to data analysis and probability
are addressed. This chapter will give you guidance on the teaching and learning
of these concepts.

After studying this chapter, you should be able to:

 distinguish between theoretical and experimental probability

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 understand how to develop probability concepts
 graphically represent data in bar graphs, stem and leaf
plots, circle graphs and box and whiskers plots.
4.2 Recommended books
To benefit and contextualize knowledge that you will gain from this qualification it is
recommended that you also make use of the prescribed textbook that is recommended in
your school. You may also draw from the Curriculum and Assessment Policy Statement
(CAPS) documents to see how the knowledge gained from this qualification could be
incorporated to your implemented curriculum.

4.3 Electronic Reserves (e-Reserves)

Go to the myUnisa site for this module and look under “Resources”. If you have access to
a computer that is linked to the internet, you can quickly access resources and
information at the university. The myUnisa learning management system is Unisa's online
campus that will help you to communicate with your lecturers, other students and
administrative departments of Unisa – all through the computer and the internet. To go to
the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then
click on the “Login to myUnisa” link on the right-hand side of the screen. This should take
you to the myUnisa website. You can also go there directly by typing in
http://my.unisa.ac.za.

Please consult the publication My studies @ Unisa, which you received with your study
material, for more information.

5. STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa
(e.g. student counselling, tutorial classes, language support), please consult the booklet
My studies @ Unisa, which you received with your study material.

6. MODULE-SPECIFIC STUDY PLAN

Refer to the booklet My studies @ Unisa for help with general time management and
planning skills.

7. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING

Most of the content presented in this module will require you to draw from your current
teaching and classroom experiences. This aspect will be evidenced in your assignments
where you will be requested to prepare lessons and demonstrate understanding and
implementation of CAPS in terms of the knowledge and skills acquired in this
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qualification. However, this qualification does not have a formalized practical work
component that will be evaluated for examination purposes.

8. ASSESSMENT

8.1 Assessment plan

The assignments form an integral part of the assessment plan; therefore it is important to
do all three assignments. Assignments are regarded as part of the learning material for
this module. As you do the assignment, study the reading texts, consult other resources,
discuss the work with fellow students or tutors or do research, you are actively engaged
in learning. The assessment criteria for each assignment will help you to understand
more clearly what is required of you. In some cases, additional assessment for your
module may be available on the myUnisa site. For students attending tutorial sessions,
tutors may also set additional tasks and give feedback on them in class. There are three
(3) assignments for the year.

 All assignments are essential for your year mark and they have to be
submitted on or before their respective due dates.
 The assignments have been designed not only to guide you through the learning
material, but also to address curriculum issues the phase you are teaching.
 The marks awarded for your assignments will contribute 20% towards your final
examination mark. Therefore, the final mark will consist of your year mark,
which is determined by your assignment marks (20%), and the examination
mark (80%) for this course.

8.2 General assignment numbers

Assignments are numbered consecutively, starting from 01, that is, Assignment 01;
Assignment 02 and Assignment 03.

8.2.1 Unique assignment numbers

Unique number
Assignment 01 893806
Assignment 02 779859
Assignment 03 656887

8.2.2 Due dates for assignments

Date
Assignment 01 21 April 2017
Assignment 02 15 June 2017
Assignment 03 31 August 2017

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8.3 Submission of assignments

You may submit written assignments and assignments done on mark-reading sheets
either by post or electronically via myUnisa. Assignments may not be submitted by fax or
e-mail.

For detailed information and requirements as far as assignments are concerned, see the
booklet My studies @ Unisa, which you received with your study material.

To submit an assignment via myUnisa:

 Go to myUnisa.

 Log in with your student number and password.

 Select the module.

 Click on assignments in the menu on the left.

 Click on the number of the assignment you want to submit.

 Follow the instructions on the screen.

8.4 Assignments

ASSIGNMENT 01Closing date: 21 April 2017

Unique number: 893806
Total marks: 180

This assignment is based on Chapter 18 and 19 of the textbook.

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Proportional reasoning
Question 1
On page 357 in your text book, van de Walle discusses examples of ratios in
various contexts.
Part – to – whole ratios
Part – to – part ratios
Rates as ratios
Discuss each of these in your own words, and give your own example
for each of these concepts. [10]

Question 2
A B
This question deals with ratios.
(refer to page 363 of your textbook).

2.1 On which card is the ratio of

C D
the trucks to the boxes the
same?
Explain your reasoning. (6)

E F
2.2 What is the ratio of boxes per
truck for each card? (8)

2.3 Do the following activities from your textbook:

2.3.1 Activity 18.6 (page 362)
2.3.2 Activity 18.10 (page 367)
2.3.3 Activity 18.11 (page 369)
2.3.4 Activity 18.7 (page 363) (20)
[34]

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Question 3
Explain in detail how you will solve the following problems, so that the learners
in your class will understand them. Use any model, not just algebraic methods.
3.1 The petrol tank of Jaco’s car has a capacity of 40 litres. On
average he gets 9km per litre on his car. He travels 2000km
to his destination. How many times will he have to fill up? (4)
3.2 Petrol costs R6.73 per litre. How much petrol can he buy for
R100? [Show all your working] (2)
3.3 Woolworths is having a sale. All clothes are marked down by
20%. Ann wants to buy a dress with the original price of
R246.99. How much will she pay after the discount is
calculated? (4)
3.4 When she got to the pay point, the saleslady told her that
they will give her another 20% off, because the dress is
spoilt. So she deducts 20% from the sales price. Is the final
amount that Ann has to pay more, less or the same as 40%
discount from the original price? (5)
[15]

Measurement (Chapter 19)

Question 4
4.1 Explain the meaning and process of measurement. (10)
4.2 A general plan to teach measurement of any attribute contains
the following:
Using informal units
Comparisons
Making models of units
Making use of measurement instruments
In using the above, plan the use of both informal and standard units
of measurement are suggested. Discuss the above general plan in
full. (16)
[26]

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Question 5
Estimation in learning of measurement is important. Discuss estimation, referring
to:
The role of estimation
Techniques of measurement estimation
Tips to teach estimation [12]

Question 6
Use the general plan mentioned in question 4 and discuss the teaching of the
measurement of the following. Refer to the suggested measurement sequence
as in the textbook. Explain what you will do in each of the steps in the
sequence)
Angles
Mass
Area [15]

Question 7
7.1 For each of the following attributes describe a comparison activity:
Length
Mass
Time (6)

7.2 For each of the following attributes describe the use of informal
units of measurement.
Mass
Volume
Area (9)
[15]
Question 8
It is mainly the task of the Senior Phase educator to introduce and teach the
formulas related to area, volume, perimeter, etc. (Even if you teach
Intermediate Phase learners, you should be aware of this)
Discuss the instruction and teaching of formulas by referring to the formulas of:
8.1 Area of a parallelogram (4)
8.2 Area of a circle (4)
8.3 The volume of a solid body (5)
[13]
Question 9
9.1 A learner in your Intermediate Phase class does not understand the
difference between volume and capacity. How will you explain
the difference to him/her so that the concepts are understood?
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(4)
9.2 When being asked what area is, learners often give the answer:
“It is length times breadth.”
What is wrong with this statement? How will you rectify this
misconception learners have regarding area? (4)
[8]

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Question 10
10.1 A learner knows that the volume of a
rectangular prism can be found with the use
of the formula Volume = Length Breadth
Height.
When this learner has to find the volume of
a cylinder he/she also uses the formula
Volume = Length Breadth Height.

Do you think that the learner understood the formula relationally?

Explain your answer and refer to the learning experiences that you think
this learner has on the learning of concepts related to volume. (6)

10.2 Many learners think that a shape with

an irregular form as shown below does
not have an area or that it is impossible
to find its area.
10.2.1 Discuss the reasons of the
learners behind this belief (2)
10.2.2 Redraw the figure and then use any
method to find its
approximate area. (4)
[12]

Question 11
Draw up a lesson plan to investigate the formula for the volume of a
rectangular prism. (Please see guidelines in CMAP01Q for guidelines to draw
up a lesson plan) [20]

TOTAL: 180

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ASSIGNMENT 02
Closing date: 15 June 2017
Unique number: 779859
Total marks: 136
This assignment is based on Chapter 20 of the textbook.
Topic: Space and Shape

For this assignment, please use the grids provided at the end of the
tutorial letter. You might have to photocopy some of them. You will
also find examples at the back of your textbook. (Appendix C)

Question 1
1.1 What is spatial sense? (2)
1.2 Discuss the characteristics of the van Hiele thought levels and then
explain why many adults in our country cannot do formal geometry
offered in grades 11 and 12. (8)
1.3 Use your own words to explain the different levels of geometric
thought defined by van Hiele. Reflect on how your knowledge of the
thought levels of van Hiele will influence your teaching of Geometry. (8)
1.4 Write down and explain an activity on thought level 2 as
defined by van Hiele. (5)
[23]
Question 2
2.1 A polygon is a two – dimensional shape with specific characteristics.
Write down the definition of a polygon. (2)
2.2 Classify the following as polygons or non-polygons (8)

A C D E F G
B H

2.3 A polyhedron on is a three – dimensional shape with specific

characteristics.
Write down the definition of a polyhedron. (2)
2.4 Classify the following as polyhedra or non-polyhedra (7)

A B D E G
F
C
[19]

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Question 3
3.1 On page 424 of your textbook you will find drawings of all 12
pentominoes. Use blocked paper, or draw your own square
grid. Draw all the possible shapes made with hexominoes on
the grid. (10)
3.2 Trace the following shapes and cut it out. Then use your
shapes to draw tessellations of the shapes. (You must have at
least 3 rows) (9)

3.3 Use the 1cm isometric dot grid to draw a structure

built with at least eight cubes. Your structure must
have more than one layer.

Example: Construct your own!

Now use a square grid to draw the top, left, right, bottom and
back view of the structure you have drawn (see page 431). (15)
[34]

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5 5
Question 4
4.1 Use a square piece of
paper of 10cm by 10cm.
5
Use the information in the
diagram to make your
own tangram. Cut out the
pieces. (You will have to
make 8 copies of the
tangram for this question)
5
Make sure that you know
the dimensions of the
tangram very well.
(4)
10

4.2 Arrange the tangrams to form, a triangle and a parallelogram.

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You must use all seven pieces for each shape (hand in). (8)

4.3 Give five examples of how the tangram can be used in the
teaching of shape. (5)
Examples: (do not simply copy these: make your own)

[17]

Question 5
5.1 Explain the use of a 1 cm dot grid to teach concepts related to
symmetrical figures. You have to illustrate your explanation
with your own drawing. (6)

5.2 The following figures all have at least one line of symmetry. Use a ruler
to draw them in. (Copy the figures in your script)

(6)

[12]
Question 6
6.1 Explain the use of a “box” to teach the rotational symmetry of a figure and
its order of rotational symmetry (page 421). (7)

6.2 The three figures are given

What is the order of rotational symmetry of each the above figures? (6)

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6.3 Photocopy or redraw the sketch below. Draw an enlargement with a scale
factor of 2 on the blocked paper. (You might have to add some rows)
Paste it in your answer script. (5)

[18]

Question 7
Figure 20.46 is copied
here for your convenience A
(page 432).
For each of the solids
alongside, draw the
shape of the two- G
F
dimensional face where
the slice was made. C
(Remember this is a D
FLAT shape). (Some of
B E
them have two slices!) I
H
(13)

For example, if you slice a

cylinder in this fashion the
face of the slice will be an
ellipse.
[13]

TOTAL: 136

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ASSIGNMENT 03
Closing date: 31 August 2017
Unique number: 656887
Total marks: 140
This assignment is based on Chapters 14, 21 & 22 of the textbook.
Topics: Algebraic thinking, Functions, Data analyses.

Question 1
1.1 Read the section on algebraic thinking on page 259 in your
textbook. Discuss the ideas of James Kaput in your own
words. (5)
1.2 On page 267 of you text book, the following scales are given.
The three figures that you see on the scales, are a sphere, a
cylinder and a cube.
Answer each of the questions relating to the drawings below:
1.2.1
Which shape weighs the most?
Explain

1.2.2

What will balance 2 spheres? Explain

1.2.3

How much does each shape weigh? Explain

1.2.4

How much does each shape weigh? Explain

1.2.5
How much does each shape weigh? Explain
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(15)
[20]

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Question 2
Study the growing patterns on page 274 in your textbook. Here are some more
examples of growing patterns.
2.1 Present the sequences in table form.
The first one is done as an example: (A)
Frame 1 2 3 4 5
No of 1 3 6 10 15
cubes

2.2 Draw the next pattern in each row. (Label your answers A to I)
2.3 Describe each pattern in words.
C
A B

E F
D

I
H
G

[27]
Question 3

The concept of a function is one of the big ideas used in mathematics.

Do the following activity step by step to give you more insight into the
concepts based on functions. 3cm
The relationship between the 2cm
1cm
length of a square and its area is
shown in the diagram.
2
Area: 1cm 2
Area: 4cm
Area: 9cm2
3.1.1 The given function machine to assist you in the completion
of the given table.

Input Output
(Usually called Rule (Usually called the
the x-values) Area = L x B y-values)
Area of the square

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Complete the table

Length in cm 1 2 3 4 5 6 7 8 9
2
Area in cm
(6)

Note:
A function is a rule that uniquely links the numbers in the input to
the numbers in the output.

The set of all possible input numbers is called the domain of the
function.
The set of all possible output numbers is called the range of the
function.

3.1.2 Use a system of axis and represent the function in 3.1.1 in a graph.
Let the different lengths of the square be the x-values and the areas of
the squares by the y-values. (6)

Mark the x-axis form zero to ten in steps of one unit each.
Mark the y-axis from zero to hundred in steps of ten units.
(Use graph paper)
Note
When we represent a function in a “picture” the picture is called a graph.
3.1.3 Write down an equation to express the relationship
between
x and y. (2)
3.2 You will find the figure below on page 278 of you textbook.

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If the bottles are filled with water at a constant rate, match the graphs with the
bottles. (6)
[20]
Question 4
4.1 5 learners in your class collected data regarding the preference of fruit
amongst learners in the school. They recorded the data in a tally table
as follows:

Fruit Tally Frequency

Apples //// //// //// //// //// //// //// //// //// //// //
Bananas //// //// //// //// //// //// //// //// //// //// //// //// /
Oranges //// //// //// //// //// //// //
Peaches //// //// //// //// ///
Pears //// //// //
TOTAL
Complete the table, by filling in the frequencies. (3)
Now draw a circle graph of the above data. Give the preference of each
type of fruit as a percentage. (12)

41
04
o

4.2 Another group of learners in your class, collected data regarding

show sizes in their class.
These are their data:
4, 6, 5, 8, 3, 5, 5, 6, 3, 4, 7, 10, 3, 5, 4, 7, 3, 7, 7, 4, 5, 4, 5, 5, 3, 4,
6, 6 4, 4, 5, 8, 5, 6, 5, 6, 8, 3, 4, 6.
This is the raw data. Arrange the data from small to big.
Calculate the
mean
medium and
mode of the data (Show all calculations) (8)
[23]

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Question 5
The following marks as percentages were obtained from 30 learners in
your class.
16 30 50 59 63 69
25 38 51 60 64 70
23 38 52 65 65 71
28 39 53 61 67 77
29 45 54 61 68 79

5.1 Represent the data in a bar graph. Formulate a question based

on the interpretation of the graph. (10)
5.2 Represent the data in the form of a stem-and-leaf plot. (7)
5.3 A box-and-whisker plot reveals a lot of information. (8)
Draw a box-and-whisker plot of the above data and then explain
what information can be deduced from this presentation. [25]

Question 6
6.1 Flip two coins simultaneously 30 times. Record your findings in
a table. Use tallies to count the outcomes.(Heads or tails) (10)
6.2 Use this experiment and the outcomes to explain the concepts
experimental probability and theoretical probability. (10)
6.3 Draw a tree diagram to show all the possibilities when you flip
two coins (5)
[25]
TOTAL 130

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Blocked paper

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Square dot paper

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9. OTHER ASSESSMENT METHODS

None

10. EXAMINATION
This module is offered as a year course. This means the final examination will be
written in October/November 2016. You need to work harder in your assignments in
order to qualify for your examination. Towards the examination the university will
supply you an examination timetable and details regarding the venue of this
examination. The supplementary examinations will be written in January/ February
2017 for this module.

11. FREQUENTLY ASKED QUESTIONS

The booklet My studies @ Unisa contains an A-Z guide on the questions that students
ask most. Please refer to this booklet for frequently asked questions.

12. SOURCES CONSULTED

Department of Basic Education. 2011a. Curriculum and Assessment Policy Statement
Intermediate Phase Grades 4 – 6 Mathematics. Pretoria: Government Printer.
Department of Basic Education. 2011b. Curriculum and Assessment Policy Statement
Senior Phase Grades 7 – 9 Mathematics. Pretoria: Government Printer.
Mathematics Learning and Teaching Initiative (Maluti). 1999. Grade 8 and 8: Teacher
document.
Van de Walle, JA, Karp, KS & Bay-Williams, JM. 2010. Elementary and middle school
mathematics: Teaching developmentally. 7th edition. New Jersey: Pearson
Education.

13. CONCLUSION
We believe that you will find this module not only informative and developmental for
your teaching of mathematics but also a very enjoyable experience. We wish you the
very best in all your studies.

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14. ADDENDUM
None

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