Module Name: Teaching Foundation

Phase Mathematics 2B
Module Code: TMMD7312
Due Date: 22 November 2021
Activity 2

Part 1

The triarchy of knowledge in Data Handling and Measurement overlaps and will have
influence in some of my decisions as a teacher. The three types of knowledge for
Measurement and Data Handling will be explained as well as any comparisons
between the two.

During the topic of measurement, physical knowledge refers to the measurement of

an object or event, both formally and informally. As a result, situations arise when
portions of a whole must be described in numerical terms (Naudé & Meier; 2004).
For example, kg of sugar.
This implies that the correct unit of measurement, objects and equations must be
used for different objects, events shape etc (Naudé & Meier; 2004). For example,
when measuring shapes in foundation phase, you can measure them with formal or
informal instruments. Formal instruments would include a ruler and informal
instruments would include a pencil. Social knowledge refers to the terminology for
different types of measurements (Naudé & Meier; 2004). For example, when you
measure time, you use minutes, seconds and hours. When you measure time you
use a clock or an hour glass. The term "social knowledge" also applies to different
instruments (Naudé & Meier; 2004). For example, there are two types of clocks, for
example: analogue and digital. Conceptual knowledge is when you link the social
knowledge and physical knowledge. This is when the actual working out method
takes place (Naudé & Meier; 2004). For example- it is when an individual can
measure time, length, mass, capacity, volume, perimeter and area- using different
instruments and units.

During the topic of Data Handling, physical knowledge is when learners need to use
concrete manipulatives to understand a concept (Naudé & Meier; 2004). For
example, the teacher can make the learners work out how many learners can
balance on their one leg. They will also be required to display the information, for
example the learners who can balance their leg should stand on one side of the
room and the learners who can't balance on their one leg, should stand on the other
side of the room. The learners will actually be doing the action- which gives them a
physical experience to help understand the objective (Naudé & Meier; 2004).
When learners manipulate physical objects, they tend to take mental notes about the
topic. For example, the educator can make learners sort out objects into the different
groups. As learners work with the objects, they create scenarios in their head.
Stating the features as well as the use of the objects. This is the first step in
obtaining data (Naudé & Meier; 2004).

During social knowledge, learners are able to organise data according to more
complex groups, they are also able to explain why the data is put into a specific
category. Learners are required to display the data appropriately and they can only
do that with the appropriate terminology (Naudé & Meier; 2004).
To explain the process that they used to get the answer, the student must develop
abilities such as thinking and reasoning (Naudé & Meier; 2004). For example, the
learner needs to know how to group data accordingly for example according to the
colour, mass, size of an object, event etc. Learners should be able to say why a
particular object is in a particular group (Naudé & Meier; 2004). For example, why is
pens in the stationary category and not in the uniform category.
After the learner has obtained access to social and physical knowledge, the learner
develops conceptual knowledge. Therefore, learners would have obtained prior
information, which would allow them to build on that knowledge. The learner can
display more data and explain how data was acquired and analysed throughout data
handling.
During data handling, the learner is able to display more complex data as well as to
explain how the data was collected and how did they analyse it (Naudé & Meier;
2004).

There are a few places where the two topics overlap during the teaching and
learning phase.

In all three phases, there are similarities between the two topics. During the physical
phase, learners need to have a concrete apparatus to help remember a concept. I
could use the same resources when teaching the two topics. During social
knowledge, terminology is vital as it allows learners to learn the necessary
information required to complete a task in the future. Some of the words may apply
to both topics, therefore during Measurement, I will teach the terminology well.
During the conceptual knowledge, the social and physical knowledge need to be
constructed to solve equations. I will ensure that the two stages are taught well
before I move on to the conceptual knowledge.

Differences

A difference between the two topics are the different skills which are taught. In
Measurement, learners learn estimation skills, for example how many hours left until
5 o’clock. During Data Handling, learners learn problem solving skills. For example,
how to display information appropriately. During measurement, there aren’t many
steps involved in getting, however it’s different with Data Handling.
Part 2

GENERAL LESSON INFORMATION & RATIONALE FOR LESSON DESIGN

A. Lesson details

Date of lesson 2021 Subject (CAPS) Mathematics

Grade 3 Topic Data Handling

Number of 20
learners
Duration 60 minutes

B. CAPS-Specific Focus

“Re-organise data provided in a list or tally table or in a bar” (DBE, 2011:91).

“Represent data on bar graph” (DBE, 2011:91).

C. Summary of the content to cover

Introduction:

The educator will explain that today's lesson is based on tally tables and bar graphs.
Learners will be required to bowl and stick a smiley face on the graph according to
the scores. This will give learners a hands-on experience with Mathematics. The
educator will then go over we vocabulary that the learners will need for the lesson.

Station 1

The educator will work with the learners to complete the bar graph, by using the
information from the board. Learners will be able to watch the teacher as she
completes the graph. Then the educator scaffolds and assist learners where
necessary.

Station 2
The educator will scaffold the activity. Learners will use wool to put in the tally marks,
and the educator will assist those who need help with the task.

Station 3

Learners are then given a worksheet in which they must complete the task by
themselves. The worksheet includes a table of information that the learners must use
to work through the activity.

Conclusion

The educator will consolidate the lesson by asking learners questions about how to
draw or answer graphs

D. Lesson Objectives

At the end of the lesson, learners should have a basic understanding of:

 Learners will be able to re-organise data provided in a list, bar graph or tally
table (DBE, 2011:91).

 Learners will be able to represent data on bar graph” (DBE, 2011:91).

E. Considerations to be made about the learners in relation to this content

Learners whose home language is not English will be placed at a disadvantage.

Therefore, I will use Zulu vocabulary to help learners understand.

Learners who have difficulty seeing the board will be moved forward.

Through observation, learners who appear to be experiencing difficulty will be

assisted. In addition to this, learners are encouraged to ask questions.

F. Teaching Strategies

Same ability groups

The educator will be required to model and scaffold the lesson.

The educator will be required to use concrete objects to help with learner
understanding.
LESSON DEVELOPMENT

G. Lesson Steps

Phases Write, in detail, every element/step of your Resources

lesson for each phase. Include time on task Required
for each phase.
The educator will explain that today the lesson is based Ball
on tally tables and bar graphs. The educator goes over 12 water
the topic by bringing in learners’ prior knowledge to link bottles
to the new information. Chart paper
The educator will then go over we vocabulary that the Smiley face
learners will need for the lesson. stickers

The educator will work with the learners to complete the

bar graph, by using the information from the tally table.
INTRODUCTORY PHASE

The educator will have a ball and 12 water bottles.

Where each learner is allowed to bowl once (Staake;
2020).
the educator will work with the learners to complete a
bar graph on chart paper. Each learner will be allowed
to stick the smiley face on the chart themselves.
 The educator will have a worksheet, where learners
have to indicate the favourite colours of each child in the
classroom. This information will be used for Station 1.

Station 1 (start with low ability group) M&Ms

Activity
The learners will watch the teacher as completes the worksheet
graph (Title, x and y category and numbers). The
educator will question learners as she goes along
completing the activity example.
TEACHING & LEARNING PHASE

The educator then works together with the learners to

complete their bar graph by using M&Ms. The learners
get to eat the M&Ms when they are done.

Station 2 (start with average ability group) Wool

The educator will give the learners a story sum. Glue
Learners are required to complete the activity. Worksheet
The activity will be to complete the tally table according
to the information the educator has given. The learners
will use wool to put in the tally marks. The educator will
assist those who need help. (Printed in A5- 3 copies)

Station 3 (start with above average ability group)

The learners are then given a worksheet in which they
will have to complete by themselves. The worksheet Worksheet
includes a table which has information that the learner
has to use to complete the task.
CLOSURE PHASE The educator will consolidate the lesson by asking
learners questions about how to draw or answer graphs.
Station 1: Activity Worksheet
Station 2: Activity worksheet
Station 3: Worksheet
Activity 3

The educator will be assessing the learners in term 3. She will be testing learners
using a Formative Assessments on the topic of Data Handling. She will be testing
whether learners understood the content taught during the lesson. The educator will
use a paper-based assessment to assess the learners. The educator will use a
checklist to see whether learners understood the task or not. The educator can use
the assessment to see whether a learner misunderstood the concept or not. The
educator is also able to determine if there is a learning barrier. It is also required to
give learners feedback on the assessments. This allows the learner to reflect on their
work accordingly (Naudé & Davin; 2014).

She will test the learners the following skills:

“Re-organise data provided in a list or tally table or in a bar” (DBE, 2011:91).

“Represent data on bar graph” (DBE, 2011:91).

Assessment: Checklist
 Bibliography

Burden, A. (1998). Teaching Practice. Pretoria: UNISA.

Department of Basic Education, (2011). Curriculum Assessment and

PolicyStatement: Grade R-3 English Mathematics FoundationPhase. Pretoria:
Departmentof Basic Education

Naudé, M. and Davin, R. eds. (2014). Assessment in the Foundation Phase.

Pretoria: Van Schaik.

Naude, M. & Meier, C., (2004). “Teaching foundation Phase Mathematics”. Pretoria:

Van Schaik Publishers

Staake, J. (2021). 20 Graphing Activities For Kids That Really Raise the Bar. We
Are Teachers. Available at: https://www.weareteachers.com/graphing-
activities/ [Accessed, 27 October 2021].