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I-MAT 
 BACHELOR OF EDUCATION IN INTERMEDIATE PHASE
TEACHING

MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3

YEAR 3
I-MAT 323

LEVEL 6
CREDITS 12

CURRICULUM AND LEARNING GUIDE

Copyright ¤ SANTS Private Higher Education Institution. Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040

2020

¤ All rights reserved. Apart from any fair dealing for the purpose of research, criticism
or review as permitted under the Copyright Act, no part of this book may be reproduced
or transmitted in any form or by any means, electronic or mechanical, including
photocopying and recording, without permission in writing, from SANTS.
MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

2020 Edition

Programme coordinator Prof Ina Joubert

SANTS Private Higher Education Institution

Discipline coordinator Mrs Linda le Hanie

SANTS Private Higher Education Institution

Author(s) Mrs Ina Nel

SANTS Private Higher Education Institution

Mrs Linda le Hanie

SANTS Private Higher Education Institution

Ms Ilze Lourens
Freelance Academic Writer

Reviewer Dr Ronel Paulsen

UNISA

Language editor Ms Kim Smith

Kim N Smit Editorial Services

Technical editor Ms Julie Dorling

SANTS Private Higher Education Institution

Mrs Judith Brown

SANTS Private Higher Education Institution

Graphic artist N/A

Printing BusinessPrint

BEd (INTERMEDIATE PHASE TEACHING) i

MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

BACHELOR OF EDUCATION IN INTERMEDIATE

PHASE TEACHING
1. WELCOME TO THE MODULE
Dear SANTS student,

We welcome you to the Mathematics Teaching in the Intermediate Phase 3

(I-MAT 323) module that forms part of the Bachelor of Education in Intermediate Phase
Teaching programme and wish you success in your studies.

The purpose of the Bachelor of Education (BEd) in Intermediate Phase Teaching

programme is to offer a curriculum that develops teachers who can acquire and
eventually articulate focused knowledge, skills and general principles appropriate for
Intermediate Phase teaching, as specified in the Revised Policy on the Minimum
Requirements for Teacher Education Qualifications (Department of Higher Education
and Training, 2015).

The BEd qualification requires that teachers develop a depth of specialised knowledge,
practical competencies (skills) and experience in an Intermediate Phase context. As
part of the BEd qualification, you will need to gain experience in applying what you are
learning during a period of Workplace Integrated Learning (WIL). This means you will
spend some time teaching Intermediate Phase learners in an authentic (real) context.

The BEd qualification programme is aligned with the Revised Policy on the Minimum
Requirements for Teacher Education Qualifications, in particular Appendix C of the
policy that outlines the Basic Competencies of a Beginner Teacher (Department of
Higher Education and Training, 2015, Government Gazette, No. 38487, p. 62).

2. OUTCOMES OF THE PROGRAMME

At the end of the four-year Bachelor of Education Teaching programme, you must
demonstrate the following competencies related to your own academic growth and
potential to work with Intermediate Phase learners:

x Read, write and speak the language in ways that facilitate your own academic
learning.
x Read, write, and speak the language/s of instruction related to Intermediate
Phase in ways that facilitate teaching and learning instruction in the classroom.
x Demonstrate competence in communicating effectively, in general and in
relation to Intermediate Phase specialised knowledge in order to mediate and
facilitate learning.
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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

x Interpret and use basic mathematics and elementary statistics to facilitate your
own academic learning and to manage teaching, learning and assessment.
x Use information and communications technology (ICT) in daily life and in
teaching.
x Explain the contents and purpose of the national curriculum with particular
reference to Intermediate Phase.
x Demonstrate skill in planning, designing, and implementing learning
programmes that are developmentally appropriate and culturally responsive to
Intermediate Phase context.
x Demonstrate competence in identifying and accommodating diversity in the
Intermediate Phase classroom, and in the identification of learning and social
problems. This includes planning, designing and implementing learning
programmes to accommodate diversity.
x Demonstrate an understanding of the theoretical and pedagogical fields of study
that influence education and teaching, as well as learning decisions and
practices.
x Demonstrate the ability to function responsibly within an education system, an
institution and the community in which an institution is located.
x Demonstrate a respect for and commitment to the educator profession.
x Demonstrate an understanding of:
o The principles underpinning the disciplines for the various learning
areas;
o Pedagogical content knowledge of the learning subjects to be taught;
o Planning and designing learning opportunities;
o Resourcing teaching and learning; and
o Reflecting on teaching;
x Demonstrate competence in observing, assessing and recording learner
progress regularly.
x Reflect upon and use assessment results to solve problems and to improve
teaching and learning.
x Demonstrate competence in selecting, using and adjusting teaching and
learning strategies in ways that meet the needs of both learners and context.
x Demonstrate competence in managing and administering learning
environments and supporting learners in ways that promote social justice ideals.
x Conduct yourself responsibly, professionally and ethically in the classroom, the
school and the broader community in which the school is located.
x Display a positive work ethic that benefits, enhances and develops the status
of the teaching profession and of early childhood education more broadly.

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3. PROGRAMME STRUCTURE
The BEd degree is presented on the National Qualifications Framework (NQF) Exit
level 7 with minimum total credits of 498, earned over the four years. The table below
shows the curriculum implementation plan of the BEd degree you are studying. It also
tells you how many credits each module carries. You will also see at which NQF level
the study material has been prepared and which modules you need to pass each year.
This four-year programme has been planned to strengthen the competencies you will
need as a beginner teacher.

Outline of modules of the BEd (Intermediate Phase Teaching) programme

Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 1
SEMESTER 1 SEMESTER 2
Academic Literacy B-ALI 110 5 10 Critical Literacies for Teachers B-CLT 120 5 10
Introduction to Mathematics Teaching
Fundamental Mathematics B-FMA 110 5 10 I-MAT 120 5 10
in the Intermediate Phase
Professional Studies in the
Computer Literacy B-CLI 110 5 10 Intermediate Phase 1: Classroom I-PFS 121 5 10
Practice
Education Studies 1:
Education Studies 2: Theories of
Theories of Child B-EDS 111 5 10 B-EDS 122 6 12
Learning and Teaching
Development
Introduction to the Language Introduction to Natural Sciences and
and Literacy Landscape in I-LLL 110 5 10 Technology Teaching in the I-NST 120 5 10
the Intermediate Phase Intermediate Phase
C-LCX 120
Language of Conversational
C-LCZ 120
Competence: isiXhosa / isiZulu / 5 10
C-LCS 120
Sepedi / Setswana
C-LCT 120
50 52-62
Workplace Integrated Learning Year 1 I-WIL 101 5 18
Sub-total credits for Year 1: 120-130
YEAR 2
SEMESTER 1 SEMESTER 2
English Home and First
English Home and First Additional
Additional Language and
I-EHF 211 6 15 Language and Literacy Teaching in I-EHF 222 6 15
Literacy Teaching in the
the Intermediate Phase 2
Intermediate Phase 1
Home Language and I-HLA 211 I-HLA 222
Home Language and Literacy
Literacy Teaching in the I-HLX 211 I-HLX 222
Teaching in the Intermediate Phase
Intermediate Phase 1: I-HLZ 211 6 12 I-HLZ 222 6 12
2: Afrikaans / isiXhosa / isiZulu /
Afrikaans / isiXhosa / isiZulu I-HLS 211 I-HLS 222
Sepedi / Setswana
/ Sepedi / Setswana I-HLT 211 I-HLT 222
Education Studies 3:
Education Studies 4: History of
Curriculum, Pedagogy and B-EDS 213 6 12 B-EDS 224 6 12
Education and Education Policies
Assessment
Professional Studies in the
Professional Studies in the
Intermediate Phase 2:
I-PFS 212 6 12 Intermediate Phase 3: Social Justice I-PFS 223 6 12
School and Classroom
and Current Issues in Education
Management
Natural Sciences and
Mathematics Teaching in the
Technology Teaching in the I-NST 211 6 12 I-MAT 221 6 12
Intermediate Phase 1
Intermediate Phase 1
English First Additional Language and
Literacy Teaching in the Intermediate I-FLE 221 6 12
Phase 1

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Module name Code NQF L Credits Module name Code NQF L Credits
I-FLA 221
First Additional Language and
I-FLX 221
Literacy Teaching in the Intermediate
I-FLZ 221 6 12
Phase 1: Afrikaans / isiXhosa / isiZulu
I-FLS 221
/ Sepedi / Setswana
I-FLT 221
48-63 60-63
Workplace Integrated Learning Year 2 I-WIL 202 6 20
Sub-total credits for Year 2: 128-146
YEAR 3
SEMESTER 1 SEMESTER 2
I-FLA 322
English Home and First First Additional Language and Literacy
I-FLX 322
Additional Language and Teaching in the Intermediate Phase 2:
I-EHF 313 6 15 I-FLZ 322 6 12
Literacy Teaching in the Afrikaans / isiXhosa / isiZulu / Sepedi /
I-FLS 322
Intermediate Phase 3 Setswana
I-FLT 322
Home Language and I-HLA 313
Literacy Teaching in the I-HLX 313 English First Additional Language and
Intermediate Phase 3: I-HLZ 313 6 12 Literacy Teaching in the Intermediate I-FLE 322 6 12
Afrikaans / isiXhosa / isiZulu I-HLS 313 Phase 2
/ Sepedi / Setswana I-HLT 313
Natural Sciences and
Natural Sciences and Technology
Technology Teaching in the I-NST 312 6 12 I-NST 323 6 12
Teaching in the Intermediate Phase 3
Intermediate Phase 2
Professional Studies in the
Education Studies 5:
B-EDS 315 7 14 Intermediate Phase 4: Teacher Identity I-PFS 324 7 14
Sociology of Education
and the Profession
Mathematics Teaching in the Mathematics Teaching in the
I-MAT 312 6 12 I-MAT 323 6 12
Intermediate Phase 2 Intermediate Phase 3
50-65 38-50
Workplace Integrated Learning Year 3 I-WIL 303 6 22
Sub-total credits for Year 3: 122-125
YEAR 4
SEMESTER 1 SEMESTER 2
I-FLA 423
English Home and First First Additional Language and
I-FLX 423
Additional Language and Literacy Teaching in the Intermediate
I-EHF 414 7 15 I-FLZ 423 7 15
Literacy Teaching in the Phase 3: Afrikaans / isiXhosa / isiZulu
I-FLS 423
Intermediate Phase 4 / Sepedi / Setswana
I-FLT 423
Home Language and I-HLA 414
Literacy Teaching in the I-HLX 414 English First Additional Language and
Intermediate Phase 4: I-HLZ 414 7 15 Literacy Teaching in the Intermediate I-FLE 423 7 15
Afrikaans / isiXhosa / isiZulu I-HLS 414 Phase 3
/ Sepedi / Setswana I-HLT 414
Natural Sciences and
Mathematics Teaching in the
Technology Teaching in the I-NST 414 7 15 I-MAT 424 7 15
Intermediate Phase 4
Intermediate Phase 4
Digital Pedagogies for
B-DPT 410 5 10 Economic and Management Sciences I-EMS 420 5 10
Teachers
40-55 25-40
Research in Education B-RED 400 7 22
Workplace Integrated Learning Year 4 I-WIL 404 7 26
Sub-total credits for Year 4: 128-128
Total credits for programme: 498-529

Language competencies will be assessed during the course of your programme.

The modules in the programme can be divided into five broad types of learning
(Department of Higher Education and Training, 2015, pp. 9–11). Each type of learning
develops a combination or mix of specific knowledge, values and attitudes,
competencies and skills to achieve the overall exit level outcomes of the programme.

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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

The different types of learning are:

Fundamental learning, which includes student personal and academic

development

x This type of learning involves academic literacy, critical literacies for teachers,
fundamental mathematics, computer literacy, digital pedagogies for teachers
and the ability to converse competently in a second official language.

Disciplinary learning

x Disciplinary learning refers to disciplinary or subject matter knowledge and

includes the study of education and its foundations as well as the study of
specific specialised (phase specific) subject matter.

Situational learning

x Situational learning refers to knowledge of the varied learning situations of

learners and specifically learning about the context and environments of the
learner and related educational policies.

Pedagogical learning

x This learning incorporates general pedagogical knowledge referring to the study

of principles, practices and methods of teaching; as well as specialised
pedagogical content or subject knowledge which includes how to present
concepts, methods, strategies, approaches and rules of a specific discipline
when teaching.
x It also includes tools for implementing teaching and learning and assessment
in context.

Practical learning

x This learning involves learning from practice, which includes the study of
practice by analysing different practices across contexts e.g. drawing from case
studies, observation of lessons and videos; and learning in practice in authentic
and simulated classroom environments.
x Workplace Integrated Learning takes place in the workplace and can include
aspects of learning from practice and learning in practice.

Depending on the purpose of a qualification, particular mixes of the five types of

learning are made. These mixes are called the knowledge mix of a module
(Department of Higher Education and Training, 2015, p. 11) and are related to the NQF
level and credit value of a module. The NQF level of knowledge for this module is set
at level 6 and it carries 12 credits. For every credit, you should spend approximately
10 hours mastering the content. You will thus have to spend at least 120 hours studying
the I-MAT 323 material and doing the assignments and other assessments.
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The knowledge mix of this level 6 module with the related credits is as follows:

x Disciplinary learning (6 credits);

x Pedagogical learning (5 credits); and
x Situational learning (1 credit).

Most modules display an integration of the above-mentioned types of learning. Apart

from the knowledge mix, the programme structure is also based on three broad
organising principles. The modules in this programme have been grouped according
to these principles as illustrated in the following table.

Organising principles of the programme structure of the BEd (Intermediate

Phase Teaching) programme

Types of
Modules
learning
Personal and Academic Literacy
academic Fundamental Mathematics
development Computer Literacy
(Fundamental Critical Literacies for Teachers
modules) Digital Pedagogies for Teachers
Language of Conversational Competence
Theoretical and Education Studies 1: Theories of Child Development
Conceptual Education Studies 2: Theories of Learning and Teaching
Content Education Studies 3: Curriculum, Pedagogy and
Knowledge Assessment
(Core modules) Education Studies 4: History of Education and Education
Policies
Education Studies 5: Sociology of Education
Professional Studies in the Intermediate Phase 1:
Classroom Practice
Professional Studies in the Intermediate Phase 2: School
and Classroom Management
Professional Studies in the Intermediate Phase 3: Social
Justice and Current Issues in Education
Professional Studies in the Intermediate Phase 4: Teacher
Identity and the Profession
Research in Education
Pedagogical INTERMEDIATE PHASE (IP)
Content Introduction to the Language and Literacy Landscape in the
Knowledge IP
(Phase specific Introduction to Mathematics Teaching in the IP
modules) Mathematics Teaching in the IP 1, 2, 3 and 4

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Types of
Modules
learning
Introduction to Natural Sciences and Technology Teaching
in the IP
Natural Sciences and Technology Teaching in the IP 1, 2, 3
and 4
Economic and Management Sciences

Languages:
Six language options:

English Home and First Additional Language and Literacy

Teaching in the IP 1, 2, 3 and 4
Choose another (additional) language at Home Language
and Literacy Teaching in the IP level OR First Additional
Language and Literacy Teaching in the Intermediate Phase
level: Afrikaans, isiXhosa, isiZulu, Sepedi, Setswana
Only if Afrikaans is chosen as another language: choose
between isiXhosa, isiZulu, Sepedi, Setswana as Language
of Conversational Competence (LoCC)

Afrikaans Home Language and Literacy Teaching in the IP

1, 2, 3 and 4
English First Additional Language and Literacy Teaching in
the IP 1, 2 and 3
Choose between isiXhosa, isiZulu, Sepedi, Setswana as
Language of Conversational Competence (LoCC)

isiXhosa Home Language and Literacy Teaching in the IP

1, 2, 3 and 4
English First Additional Language and Literacy Teaching in
the IP 1, 2 and 3

isiZulu Home Language and Literacy Teaching in the IP 1,

2, 3 and 4
English First Additional Language and Literacy Teaching in
the IP 1, 2 and 3

Sepedi Home Language and Literacy Teaching in the IP 1,

2, 3 and 4
English First Additional Language and Literacy Teaching in
the IP 1, 2 and 3

Setswana Home Language and Literacy Teaching in the IP

1, 2, 3 and 4
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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

Types of
Modules
learning
English First Additional Language and Literacy Teaching in
the IP 1, 2 and 3

Students draw on what they have learnt in the respective (all) modules to learn in and
through practice during Workplace Integrated Learning.

4. PURPOSE OF THIS MODULE

Purpose

The purpose of this module is to expand mathematics subject knowledge on

measurement as well as develop student’s subject and pedagogical content
knowledge appropriate in the Intermediate Phase with reference to measurement.
Students will also be able to plan, implement and evaluate learning programmes and
assess learning in the Intermediate Phase and Grade 7. They will be able to identify
and support learners with mathematics barriers to learning and address these in the
context of mathematics teaching. They will analyse research into mathematics
teaching and learning in primary education.

Learning outcomes

At the end of this module, students will be able to:

x Understand and teach measurement in the Intermediate Phase and Grade 7.

x Plan and implement mathematics learning programmes.
x Assess learning with reference to measurement.
x Resource the mathematics classroom.
x Integrate mathematics within and across the curriculum.
x Identify and support learners with barriers to mathematics learning.
x Analyse mathematics challenges in primary education classrooms.

Content

In this module students are introduced to subject content in measurement and subject
content and pedagogical content knowledge required for teaching measurement in the
Intermediate Phase and Grade 7. The content includes how to plan, implement,
resource and evaluate measurement teaching and how to assess measurement
learning in the Intermediate Phase and Grade 7. Research into mathematics
challenges in primary education continues to be a particular focus, with students
provided with ways to identify and support learners with barriers to mathematics
learning. Specifically, the content comprises:

x Measurement:
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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

o Length;
o Mass;
o Capacity and volume;
o Area and perimeter;
o Time and temperature; and
o Angles (as included under Space and Shape).
x Overview of measurement in the Intermediate Phase and Grade 7.
x Planning, implementing, resourcing and evaluating mathematics learning
programmes.
x Assessing measurement in the Intermediate Phase.
x Integration of mathematics within and across the curriculum.
x Identification and support for learners with barriers to mathematics learning.
x Analysis of research into mathematics teaching and learning in primary schools.

Competencies

x Sound subject knowledge;

x Knowledge of how to select, sequence and pace mathematical content;
x Planning and development of responsive learning environments;
x Planning and assessment of and for learning;
x Development of and appropriate use of resources;
x Identification and support for learners with barriers to mathematics learning;
x Applied knowledge of classroom practice; and
x Reflection on teaching practice.

5. WORKING THROUGH THE CURRICULUM AND

LEARNING GUIDE
We developed the Curriculum and Learning Guide (CLG) to help you master the
content through a distance education mode. You will not have full time tutoring or
support but the Student Orientation Booklet, accessible at MySANTS, offers guidelines
for distance learning. Aspects such as plagiarism are also explained in this booklet.
Make use of MySANTS as a support system for any academic queries.

These guidelines will help you to:

x Work consistently throughout the semester;

x Manage your time efficiently;
x Complete assignments on time; and
x Prepare for tests and examinations.

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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

As you read the CLG, draw on your own experiences and the knowledge you already
have. The core text and recommended reading texts included in the CLG will also help
you to deepen your understanding of the content and concepts you are working
through.

In the CLG, you will find a glossary (word list). The word list will help you understand
difficult concepts by providing the definitions (meaning) of such words.

You will also find icons (small pictures). The icons indicate the type of activity you
must do. If you do each activity as suggested, you ought to advance and consolidate
your understanding of the core concepts in the module. You will find a list of the icons
used in this CLG on the next page.

Reading and writing activities have been designed to help you make connections
with what you already know, master the content and reflect on what you have learnt.
Scenarios (situations resembling an authentic (real-life) context) and dialogues provide
background to what you are learning. The review / self-assessment questions are
based on the learning outcomes.

Doing each activity will help you understand the content. Get a book or file in which
you complete all your activities. Write full sentences and always use your own words
to show your understanding. Working systematically through each activity, according
to the estimated time for each activity as provided, will also help prepare you for
assessments (assignments and the examination).

Try to find other students to work with. It is easier to share ideas and complete activities
when working in a study group. Doing so, may help you to master the content more
easily.

Commentaries appear at the bottom of some activities. Commentaries are not

answers but rather a reflection to guide your understanding of the activity and to assist
you in knowing whether your own answer is appropriate or not. These commentaries
alert you to aspects you need to consider when doing the activity.

WRITING ACTIVITY
An activity is designed to help you assess your progress
and manage your learning. Sometimes you will have to
define, explain, and/or interpret a concept. Scenarios and
dialogues are often used to contextualise an activity. They
will also help you bridge theory and practice by linking the
concept and real-life situations. When responding to the
activities, use your own words to show your
understanding. Do not copy directly from the text of the

BEd (INTERMEDIATE PHASE TEACHING) xi

MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

CLG. At the end of most activities, you will find

commentary that aims to guide your thinking and assess
how well you have understood the concepts. The activities
are numbered for easy reference.
READING ACTIVITY
Reading activities may require you to read additional
material not printed in the Curriculum and Learning Guide.
These readings will be either the full text or part of a core
or recommended journal article. Journal articles will give
you an expanded or alternative view on a concept. You
might be required to explain the concept from a different
perspective or compare what has been stated in the CLG
with what you read in the journal article.
STUDY GROUP DISCUSSION
All study group discussions or peer activities require
preparation BEFORE the discussion. Preparation includes
reading and completing activities in writing. Study group
discussions are an opportunity for reflection and for you to
apply what you have learnt. Sharing your learning
experiences may help you to learn with and from each
other. Study group discussions can be done in your own
study group or with a peer.
REFLECTION
Reflection means to think deeply or carefully about
something. Reflection activities require you to review
critically what you have learnt and link this with your
personal experiences or what you have observed during
Workplace Integrated Learning (WIL).
REVIEW / SELF-ASSESSMENT
Often questions are provided at the end of each unit.
These questions are similar to the type of questions that
you may be asked in assignments or examinations.

6. SELF-DIRECTED LEARNING
As a distance education student, it is your responsibility to engage with the content
and to direct your own learning by managing your time efficiently and effectively. We
designed the following self-directed learning programme template so that you can plan
your time carefully and manage your independent learning. The template will also help
you to keep to due dates and thus complete the assignments on time. Careful time
management and breaking the work up into manageable chunks will help you work
BEd (INTERMEDIATE PHASE TEACHING) xii
MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

through the content without feeling too stressed. Once you have worked through the
activities you should be able to contribute to discussions in your study group.

When completing the template, consider the following:

x This module is offered in the second semester of your third year of study.
x The semester is 15 - 20 weeks long.
x The module carries 12 credits and has been developed for NQF level 6. It
should take you about 120 hours to work through this module.
x The 120 hours will be spent reading, studying, and completing the activities in
this CLG, as well as the assignments. You will also spend time preparing and
writing the examination.
x The estimated time to read for and complete each activity has been suggested.
x You will need 5 to 10 hours to complete each assignment. This means you will
need to budget about 10 hours in total.
x You should plan to spend about 10 to 20 hours preparing for the examination in
order to be successful.

Plan your studies and keep pace of your progress by completing the template below.
It is not divided into specific weeks, but into the number of units in the CLG. Depending
on the nature of the content, it is possible to complete two or more units in one week.
Sometimes, you may only be able to complete one unit in a week. Use the template
as a guide to help you plan and pace yourself as you work through the content, and
activities in each unit.

Add dates to the template indicating when you plan to start working through a particular
unit. In addition, using a SANTS academic calendar will also assist you to pace your
learning. There is also space to indicate the due dates (deadlines) of the assessments.

UNIT IN CLG CONTENT IN CLG DATE PLANNED

Length
UNIT 1
MEASUREMENT OF Perimeter and area
LENGTH Assessment of length,
perimeter and area
Mass
UNIT 2
MEASUREMENT OF
Capacity and volume
MASS, CAPACITY
AND VOLUME Assessment of mass, capacity
and volume

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MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

UNIT IN CLG CONTENT IN CLG DATE PLANNED

Understanding time
UNIT 3
Time zones
MEASUREMENT OF
TIME AND Temperature
TEMPERATURE
Assessment of time and
temperature
Measuring and drawing
UNIT 4
angles
MEASUREMENT OF
Assessment of angle
ANGLES
measurement
ASSIGNMENT 1

ASSIGNMENT 2

EXAMINATION

7. CORE READING
Core readings are an important part of your studies as you need to refer to these text(s)
when answering some of the questions in the activities.

1. Bough, J. (2008). Just a cup… .Australian Primary Mathematics Classroom,

13(2), pp. 9–14. Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33293119
&site=ehost-live

2. Department of Basic Education (DBE). (2012). General Education & Training

Phase (GET): Mathematics SBA exemplar booklet Grades 4-6.
Available online at:
https://www.education.gov.za/Curriculum/NationalCurriculumStatementsGrad
esR-12/SBAExemplars.aspx

3. Harris, S. (2008). It’s about time: Difficulties in developing time concepts.

APMC, 13(1), pp. 28–31. Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=32169420
&site=ehost-live

4. Hourigan, M. & Leavy, A.M. (2020). Setting a design challenge: Promoting the
discovery of the relationship between area and perimeter. Australian Primary
BEd (INTERMEDIATE PHASE TEACHING) xiv
MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 CURRICULUM AND LEARNING GUIDE

Mathematics Classroom, 25(3), pp. 29–33. Available online at EBSCOhost

permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=14616300
0&site=ehost-live

5. Jankvist, U.T. & Niss, M. (2018). Counteracting destructive student

misconceptions of mathematics. Education Sciences, 8(2). Available online at
EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=13100184
9&site=ehost-live

6. Zollman, A. (2009). Students use graphic organizers to improve mathematical

problem-solving communications. Middle School Journal, 41(2), pp. 4–12.
Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=50810475
9&site=ehost-live

The text(s) for core reading is available on EBSCOhost or is open source. To access
the core reading text(s) on EBSCOhost, use the library tab on MySANTS and click on
the EBSCOhost link.

8. RECOMMENDED READING
As a distance education student, you cannot only rely on your CLG. We recommend
that you also study the following sources so that you have broader insight into the
study material:

1. Anwar, R.B., Yuwono, I., As’ari, A.R., Sisworo, & Rahmawati, D. (2016).
Mathematical representation by students in building relational understanding
on concepts of area and perimeter of rectangle. Educational Research and
Reviews, 11(21), pp. 2002-2008. Available online at:
https://academicjournals.org/journal/ERR/article-stat/5CF9A1461508

2. Department of Basic Education (DBE). (2011a). Curriculum and Assessment

Policy Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government
Printers. Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStateme
nts(CAPS)/CAPSIntermediate.aspx

3. Department of Basic Education (DBE). (2011b). Curriculum and Assessment

Policy Statement (CAPS). Mathematics: Grades 7 – 9. Pretoria: Government
Printers. Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStateme
nts(CAPS)/CAPSSenior.aspx
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4. Ojose, B. (2008). Applying Piaget’s Theory of cognitive development to

mathematics instruction. The Mathematics Educator, 18(1), pp. 26–30.
Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=50808086
5&site=ehost-live

9. ASSESSMENT OF THE MODULE

The SANTS assessment policy is included in the Student Orientation Booklet and is
also available on MySANTS. The policy provides information regarding the types of
assessment you will need to do. It includes information about progression rules,
perusal of marks, or requests for remarking assessments.

In this module, both formative and summative assessments are done over a period of
time (continuous assessment). The activities in the Curriculum and Learning Guide
(CLG) are varied and are aimed at assisting you with self-directed learning. Reflecting
on what you are learning and discussing it in a study group is always helpful through
self-assessment. The personal reflection or review is aimed at revision, reinforcement,
and self-assessment while informal peer assessment takes place during the group
discussions. The following table provides a summary of the assessment for this
module:

9.1 Summary of assessment

TYPES OF
FORM OF ASSESSMENT WEIGHTING
ASSESSMENT
Formative assessment Two written assignments (100 60%
marks each)
Summative assessment Examination (100 marks) 40%
TOTAL 100%

9.2 Self-assessment
An activity aimed at self-assessment is included at the end of each unit. Before you
complete the self-assessment activity, reflect on what you have learnt in the respective
unit. Revise the main concepts and if there is any topic or concept you are unsure
about, go back to the relevant unit and revise.

9.3 Assignments
To support you in your self-directed learning and to keep track of your own progress,
we will provide guidelines or the memoranda on MySANTS after the assignments have
been marked and returned.

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In order to demonstrate that you have gained the knowledge, skills, values, and
attitudes described in the learning outcomes of the module, you need to do the
following:

x Complete and submit each assignment (100 marks) before the due date.
x Submit both assignments that constitute 60% of your final promotion mark to
qualify for admission to the examination.

The task brief (specific information regarding what to do and how to prepare for each
assignment) will be explained in the assignment itself. These assignments are
provided at the beginning of the first semester together with your CLG for this module.
The assignments are also available on MySANTS.

9.4 Semester examination

At the end of the semester, you have the opportunity to sit for a formal summative
assessment. This includes the following:

x Write a formal examination, out of 100 marks that will constitute 40% of your
final promotion mark. Please read the SANTS Assessment Policy that deals
with all aspects of the general assessment and the examination policy.
x A minimum of 40% in the examination is required to qualify for a supplementary
examination.

10. PLAGIARISM WARNING FOR STUDENTS

Plagiarism is a form of academic misconduct that can lead to educational or
disciplinary action and has severe consequences - in some cases civil or criminal
prosecution.

You are guilty of plagiarism if you copy from another person’s work (e.g. a book, an
article, a website or even another student’s assignment) without acknowledging the
source and thereby pretending it is your own work. You would not steal someone’s
purse so why steal his/her work or ideas? Submitting any work that you have written
but have already used elsewhere (thus not ‘original’), is also a form of plagiarism (auto-
plagiarism). An example is when you submit the same assignment or a part of it for
two different modules.

Avoiding plagiarism by being academically honest is not difficult. Here is what you
should do:

x Submit only your own and original work.

x When using another person’s actual words, sentences or paragraphs, Indicate
exactly which parts are not your own (even if presented in the CLG). You must
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do this by referencing in accordance with the Harvard style - a recognised

system specified by SANTS, and you must use quotation marks (“...”).
x You must also reference precisely when using another person’s ideas, opinions
or theory. You must do so even if you have paraphrased using your own words.
x You must acknowledge any information or images that you have downloaded
from the Internet by providing the URL link (web address) and the date on which
the item was accessed (downloaded).
x Never allow any student to use or copy any work from you and then to present
it as their own.
x Never copy what other students have done to present as your own.
x Prepare original assignments for each module and do not submit the same work
for another module.
x Always list any student who contributed to a group assignment. Never submit
the work as if only you worked on the assignment.

The Examination Regulations and Procedures policy contains the following in

Section 7.10:

“Students may not act in a dishonest way with regard to any test or examination
assessment, as well as with regard to the completion and/or submission of any
other academic task or assignment. Dishonest conduct includes, among other
things, plagiarism, as well as the submission of work by a student for the purpose
of assessment, when the work in question is, with the exception of group work as
decided by the Academic Committee, the work of somebody else either in full or
in part, or where the work is the result of collusion between the student and
another person or persons.”

All cases of suspected plagiarism will be investigated and if you are found guilty, there
are serious consequences. Disciplinary action that may result includes:

x You may lose marks for the assignment/activity. Your marks may be reduced by
as much as 50%. You may even be given zero.
x The module may be cancelled and you will have to enrol again. This is a great
waste of time and money.
x Your registration for that entire year may be cancelled. That means not all the
marks you achieved in all the modules you enrolled for will count anything.
x In some cases, prosecutions in courts of law may be instituted.

Plagiarism is considered such a serious academic crime that you are required to sign
the standard document (Declaration of Original Work) to every assignment that you
submit by either using the assignment booklet or electronic submission. The
Declaration of Original Work is printed on the cover of the assignment booklets.

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CONTENT

BACHELOR OF EDUCATION IN INTERMEDIATE PHASE TEACHING ................. ii

1. WELCOME TO THE MODULE......................................................................... ii
2. OUTCOMES OF THE PROGRAMME .............................................................. ii
3. PROGRAMME STRUCTURE.......................................................................... iv
4. PURPOSE OF THIS MODULE........................................................................ ix
5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE ........... x
6. SELF-DIRECTED LEARNING ........................................................................ xii
7. CORE READING ........................................................................................... xiv
8. RECOMMENDED READING ......................................................................... xv
9. ASSESSMENT OF THE MODULE................................................................ xvi
9.1 Summary of assessment ....................................................................... xvi
9.2 Self-assessment .................................................................................... xvi
9.3 Assignments .......................................................................................... xvi
9.4 Semester examination .......................................................................... xvii
10. PLAGIARISM WARNING FOR STUDENTS................................................. xvii
MATHEMATICS TEACHING IN THE INTERMEDIATE PHASE 3 ............................ 1
1. INTRODUCTION ............................................................................................. 1
2. STRUCTURE AND OUTCOMES OF THIS MODULE ..................................... 1
3. GLOSSARY ..................................................................................................... 3
4. WHAT IS MEASUREMENT? ........................................................................... 5
5. MEASUREMENT IN OUR DAILY LIFES ......................................................... 5
6. PIAGET’S THREE KINDS OF KNOWLEDGE ................................................. 9
6.1 Physical knowledge ............................................................................... 10
6.2 Social knowledge................................................................................... 10
6.3 Conceptual knowledge .......................................................................... 10
UNIT 1: MEASUREMENT OF LENGTH .................................................................. 11
1. INTRODUCTION ........................................................................................... 11
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1 ............................. 11
SECTION 1: LENGTH ............................................................................................. 13
1. INTRODUCTION ........................................................................................... 13
2. USING NON-STANDARDISED UNITS TO MEASURE LENGTH ................. 14
3. USING STANDARDISED UNITS TO MEASURE LENGTH .......................... 19
3.1 Standardised units of length .................................................................. 19
3.2 Measuring with standardised units ........................................................ 20
3.3 Drawings ............................................................................................... 23
4. CONVERSIONS BETWEEN DIFFERENT UNITS OF LENGTH ................... 26
5. WORD PROBLEMS ...................................................................................... 31
SECTION 2: PERIMETER AND AREA ................................................................... 33
1. INTRODUCTION ........................................................................................... 33

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2. WHAT ARE 1-D, 2-D AND 3-D? .................................................................... 33

3. TEACHING PERIMETER .............................................................................. 37
3.1 Measure the distance around body parts .............................................. 37
3.2 Measure the perimeter of shapes in the classroom ............................... 38
3.3 Calculate the perimeter of shapes and objects ...................................... 39
4. TEACHING AREA ......................................................................................... 40
4.1 Find the area of regular shapes ............................................................. 41
4.2 Formulae for area .................................................................................. 44
4.3 Area of a triangle ................................................................................... 45
4.4 Find the area of irregular shapes ........................................................... 49
4.5 Modelling area problems ....................................................................... 52
5. RELATIONSHIP BETWEEN PERIMETER AND AREA ................................ 56
6. TEACHING SURFACE AREA ....................................................................... 60
6.1 Total surface area of cubes ................................................................... 60
6.2 Total surface area of rectangular prisms ............................................... 61
SECTION 3: ASSESSMENT OF LENGTH, PERIMETER AND AREA ................... 63
1. INTRODUCTION ........................................................................................... 63
2. WORKSHEETS ............................................................................................. 63
2.1 Grade 4 worksheets .............................................................................. 63
2.2 Grade 6 worksheets .............................................................................. 65
2.3 Grade 7 worksheets .............................................................................. 66
3. INVESTIGATIONS ........................................................................................ 67
UNIT 2: MEASUREMENT OF MASS, CAPACITY AND VOLUME ......................... 82
1. INTRODUCTION ........................................................................................... 82
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2 ............................. 83
SECTION 1: MASS .................................................................................................. 84
1. INTRODUCTION ........................................................................................... 84
2. USING NON-STANDARDISED UNITS TO MEASURE MASS...................... 85
3. USING STANDARDISED UNITS TO MEASURE MASS ............................... 90
3.1 Introduce standard units to measure mass ............................................ 90
3.2 Use standardised units to measure mass .............................................. 90
3.3 Use pictures to show products with different masses ............................ 93
4. SOLVE PROBLEMS INVOLVING MASS ...................................................... 94
4.1 Conversions between different units of mass ........................................ 94
4.2 Word problems ...................................................................................... 98
SECTION 2: CAPACITY AND VOLUME ............................................................... 101
1. INTRODUCTION ......................................................................................... 101
2. DIFFERENCE BETWEEN CAPACITY AND VOLUME ............................... 101
3. USE NON-STANDARDISED UNITS TO MEASURE CAPACITY ................ 103
4. USE STANDARDISED UNITS TO MEASURE CAPACITY ......................... 106
4.1 Introduce learners to standardised units of volume and capacity ........ 106
4.2 Using standardised units to measure capacity .................................... 107
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4.3 Reading measurements ...................................................................... 113

4.4 Using pictures and recipes to show capacity/volume .......................... 115
4.5 Volume of cubes and prisms ............................................................... 116
4.6 Volume and mass ................................................................................ 119
4.7 Volume and surface area .................................................................... 119
5. SOLVE PROBLEMS INVOLVING CAPACITY ............................................ 121
5.1 Conversions between capacity units ................................................... 121
5.2 Solving problems based on capacity ................................................... 125
SECTION 3: ASSESSMENT OF MASS, CAPACITY AND VOLUME ................... 129
1. INTRODUCTION ......................................................................................... 129
2. WORKSHEETS ........................................................................................... 131
2.1 Grade 4 ............................................................................................... 131
2.2 Grade 5 ............................................................................................... 133
2.3 Grade 6 ............................................................................................... 135
2.4 Grade 7 ............................................................................................... 136
3. PROJECTS ................................................................................................. 137
4. INVESTIGATIONS ...................................................................................... 139
5. IDENTIFY AND SUPPORT BARRIERS TO LEARNING IN MASS, CAPACITY
AND VOLUME ............................................................................................. 143
5.1 Explicit strategy instruction .................................................................. 144
5.2 Peer-assisted learning ......................................................................... 144
5.3 Learner ‘think-alouds’ .......................................................................... 144
UNIT 3: MEASUREMENT OF TIME AND TEMPERATURE ................................. 146
1. INTRODUCTION ......................................................................................... 146
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 3 ........................... 147
SECTION 1: UNDERSTANDING TIME ................................................................. 148
1. INTRODUCTION ......................................................................................... 148
2. TEACHING THE READING OF TIME ......................................................... 149
2.1 Sequencing of events .......................................................................... 150
2.1.1 Sequence events in one day..................................................... 150
2.1.2 Sequence events over longer periods of time ........................... 151
2.1.3 Sequence events in written texts .............................................. 152
2.2 Duration of time ................................................................................... 153
2.3 Reading the time ................................................................................. 156
2.3.1 Reading analogue time ............................................................. 156
2.3.2 Reading digital time .................................................................. 162
3. CONVERTING BETWEEN TIME UNITS ..................................................... 167
4. SOLVE PROBLEMS INVOLVING TIME ...................................................... 170
SECTION 2: TIME ZONES .................................................................................... 176
1. INTRODUCTION ......................................................................................... 176
2. UNDERSTANDING OF TIME ZONES ........................................................ 176
3. APPLICATION OF TIME ZONES ................................................................ 178
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SECTION 3: TEMPERATURE ............................................................................... 181

1. INTRODUCTION ......................................................................................... 181
2. TEACHING THE CONCEPT OF TEMPERATURE ..................................... 181
2.1 Estimate temperature .......................................................................... 182
2.2 Reading temperature ........................................................................... 183
2.2.1 Concrete level ........................................................................... 183
2.2.2 Semi-concrete level .................................................................. 185
2.2.3 Abstract level ............................................................................ 188
SECTION 4: ASSESSMENT OF TIME AND TEMPERATURE ............................. 189
1. INTRODUCTION ......................................................................................... 189
2. WORKSHEETS ........................................................................................... 191
2.1 Grade 4 ............................................................................................... 192
2.2 Grade 5 ............................................................................................... 192
2.3 Grade 6 ............................................................................................... 193
3. PROJECTS ................................................................................................. 196
4. INVESTIGATIONS ...................................................................................... 199
5. IDENTIFY AND SUPPORT LEARNERS WITH BARRIERS TO LEARNING
TIME ............................................................................................................ 200
UNIT 4: THE MEASUREMENT OF ANGLES ........................................................ 202
1. INTRODUCTION ......................................................................................... 202
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 4 ........................... 202
SECTION 1: MEASURING AND DRAWING ANGLES ......................................... 203
1. INTRODUCTION ......................................................................................... 203
2. MEASURING TOOLS TO MEASURE ANGLES.......................................... 205
2.1 Make a measure for 90º ...................................................................... 205
2.2 Make a measure for 45º ...................................................................... 206
2.3 Make a measure for 30º and 60º ......................................................... 206
3. MEASURING ANGLES ............................................................................... 208
4. DRAWING ANGLES .................................................................................... 213
5. APPLY ANGLE MEASURES ....................................................................... 218
SECTION 2: ASSESSMENT OF ANGLE MEASUREMENT ................................. 220
1. INTRODUCTION ......................................................................................... 220
2. WORKSHEETS ........................................................................................... 221
2.1 Grade 5 ............................................................................................... 221
2.2 Grade 6 ............................................................................................... 221
2.3 Grade 7 ............................................................................................... 222
3. PROJECTS ................................................................................................. 223
4. INVESTIGATIONS ...................................................................................... 225
5. IDENTIFY AND SUPPORT LEARNERS WITH BARRIERS TO
MEASUREMENT OF ANGLES ................................................................... 226
REFERENCES ....................................................................................................... 230

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ADDENDUM A: SANTS LESSON PLAN TEMPLATE ............................................ 239

ACTIVITIES: 1 - 68

LIST OF FIGURES
Figure 1: Using non-standardised units to measure length .................................. 15
Figure 2: Items that can be used to measure length ............................................ 17
Figure 3: Tape measures can be used to measure length ................................... 19
Figure 4: Image of measuring tape in inches........................................................ 19
Figure 5: Measuring a pencil case........................................................................ 20
Figure 6: Measuring the height of a learner .......................................................... 22
Figure 7: Measuring the length of a yard .............................................................. 41
Figure 8: Diagram of a 1 m2 square ..................................................................... 44
Figure 9: Squares of 1 m2 packed to measure area ............................................. 44
Figure 10: Examples of drawings on a grid ............................................................ 50
Figure 11 Objects to use in activities ..................................................................... 86
Figure 12: Egyptian balancing scale ....................................................................... 86
Figure 13: A wire-hanger balancing scale .............................................................. 87
Figure 14: Spring balance ...................................................................................... 91
Figure 15: Analogue bathroom and kitchen scales................................................. 92
Figure 16: Digital bathroom and kitchen scales ...................................................... 92
Figure 17: Metric ladder for mass ........................................................................... 96
Figure 18: Different containers ............................................................................. 107
Figure 19: Volume measuring instruments ........................................................... 108
Figure 20: Measuring jug ...................................................................................... 113
Figure 21: 2-D shape versus 3-D object ............................................................... 116
Figure 22: Metric ladders for volume and capacity ............................................... 122
Figure 23: 1 cm3 inside a 1 m3 cube ..................................................................... 124
Figure 24: Different time zones ............................................................................ 177
Figure 25: Time zone map ................................................................................... 178
Figure 26: Thermometer ....................................................................................... 183
Figure 27: Protractor ............................................................................................ 209
Figure 28: Measuring an angle of 40º using anticlockwise degree scale ............. 210
Figure 29: Measuring an angle of 45º using clockwise degree scale ................... 210
Figure 30: South African flag ................................................................................ 223

LIST OF TABLES
Table 1: Summary of area formulae for Grade 7 learners ................................... 48
Table 2: The different dimensions ..................................................................... 118
Table 3: Possible learning barriers .................................................................... 143
Table 4: Cognitive levels of assessment ........................................................... 190

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MATHEMATICS TEACHING IN THE INTERMEDIATE

PHASE 3

1. INTRODUCTION
Welcome to the module Mathematics Teaching in the Intermediate Phase 3,
I-MAT 323. This module builds on the previous Mathematics Teaching in the
Intermediate Phase modules i.e. Introduction to Mathematics Teaching in the
Intermediate Phase (I-MAT 120) and Mathematics Teaching in the Intermediate Phase
1 and 2 (I-MAT 221 and I-MAT 312). This module will enhance your own mathematical
competencies as a preservice teacher and focuses on teaching Measurement in the
Intermediate Phase and Grade 7. Although you have already been introduced to
measurement in the module Fundamental Mathematics (B-FMA 110), this module
aims to give you a clear understanding and guidance of teaching measurement in the
Intermediate Phase and Grade 7.

For learners in the Intermediate Phase and in Grade 7 measurement is far more
complex than what teachers may realise. Learners must not only know and understand
what it means to measure but they must also understand the attribute (‘what’) they are
measuring. Furthermore, the learners must know and understand the units of
measurement, HOW these are used in measurements, HOW to convert between units
of measurement and HOW to use measuring instruments. They must be able to
estimate and verify their results through accurate measurement.

In the Intermediate Phase learners are introduced to standardised units of

measurement and appropriate measuring instruments. The standardised
measurement system used in South Africa is called the “System’s International d’
Unites”. In short we call it the S.I. System.

Measurement is a key aspect of mathematics as nearly everything, including length,

mass, capacity, temperature, time or angles can be measured. This unit will equip you
to teach measurement to Intermediate Phase and Grade 7 learners.

2. STRUCTURE AND OUTCOMES OF THIS MODULE

The module consists of four units. After you have studied this module you should be
able to achieve the following outcomes:

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MATHEMATICS TEACHING IN THE

INTERMEDIATE PHASE 3

UNIT 1 UNIT 2
Measurement of Length Measurement of Mass, Capacity
and Volume
Outcomes: At the end of this unit, you
should be able to: Outcomes: At the end of this unit,
x Integrate and explain knowledge you should be able to:
and skills to teach length. x Integrate and explain knowledge
x Use a wide range of skills and and skills to teach mass.
methods to teach perimeter and x Integrate and explain knowledge
area. and skills to teach capacity and
x Reflect on and discuss how to volume.
select appropriate types of x Reflect on and discuss how to
assessments on measurement of select appropriate types of
length. assessments on measurement
of mass, capacity and volume.

UNIT 3 UNIT 4
Measurement of Time and Measurement of Angles
Temperature
Outcomes: At the end of this unit,
Outcomes: At the end of this unit, you you should be able to:
should be able to: x Explain how to skilfully facilitate
x Integrate and exaplain knowledge learners to measure angles.
and skills to teach the x Explain how to skilfully facilitate
understanding of time. learners to draw angles.
x Use a wide range of skills to teach x Reflect on and discuss how to
the understanding and application select appropriate types of
of time zones. assessments on measurement
x Integrate and explain knowledge of angles.
and skills to teach the
understanding and application of
temperature.
x Reflect on and discuss how to
select appropriate types of
assessments on time and
temperature.

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3. GLOSSARY
Understanding the following terms will help you in your study of this module:

a.m. - Ante meridiem: The time after midnight but before

12 o’clock in the afternoon (midday).
Acute angle - An angle that is less than 90°.

Analogue time - Time shown on clock which uses two hands to show the
time on a clock face with numbers 1-12.
Anticlockwise - The opposite direction to the one in which the hands of a
clock rotate.
Area - The size of the flat surface enclosed by the boundary of
the perimeter.
Boiling point - The temperature where a liquid turns into a gas, for
example when water evaporates.
Capacity - The amount a container can hold.

Clockwise - The direction in which the hands of a clock rotate.

Compare - Study the differences between items or numbers.

Decade - A period of 10 years.

Digital time - Time shown only by digits, like 14:30.

Estimate - To guess accurately using given information to work out

an approximate answer.
Face (of an - Any flat surface of an object.
object)
Freezing point - The temperature where a liquid changes into a solid, like
when water freezes.
Leap year - A year with 366 days.

Length - The number of units that can fit between two points on a
line.
Longitude - Is measured by imaginary lines that run around the Earth
vertically (up and down) and meet at the North and South
Poles.
Mass - The amount of matter something is made of.

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Measurement - Finding the number that shows the amount or size of

something.
Obtuse angle - An angle that is greater than 90° and less than 180°.

p.m. - Post meridiem: The time after midday (12 o’clock in the
afternoon) to midnight.
Perimeter - The total distance around the outside edge of a shape.

Protractor - An instrument used to measure angles.

Reflex angle - An angle that is greater than 180° and less than 360°.

Revolution - A complete 360° turn.

Right angle - An angle that is exactly 90°.

Rotate - To turn.

Scale - The relationship between the size of an object and its

drawing.
Solid - A geometrical object that has three dimensions.

Standard unit - A standard unit of measurement that is officially used.

Straight angle - An angle that is 180°.

Surface area - The total area of all faces of a solid.

Thermometer - A device to measure temperature.

Time zone - A range of longitudes where a common standard time is

used. There are 24 hours in a day and there are 24 time
zones.
Vertex - The point where the arms of an angle meet.

Volume - How much space something takes up.

Next we will be looking at measurement in general as an introduction to Unit 1.

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4. WHAT IS MEASUREMENT?
Finding the number that shows the amount or size of something is called
‘measurement’. Nearly everything, including length, mass, capacity, temperature, time
or angles can be measured. Measurement is a key aspect of mathematics. A baby’s
length and mass are two of the first things ‘measured’ when a baby is born.

Every measurement involves two things, namely:

x A number; and
x A unit.

A number in itself is not a measurement. There would be no point in saying that a

pencil has a length of 10. Does this mean 10 centimetres, 10 inches or 10 metres?
Only if we use a unit of measurement, will we understand the meaning of a particular
measurement. We use measurement daily e.g. in the food we eat, the clothes we
wear, and the games we play. Measurement involves a comparison of an item that is
being measured with a unit that has the same attribute (length, volume, mass etc.).
Meaningful measurement and estimation of measurement depends on a personal
familiarity with the unit of measure being used.

Measurement instruments are devices that replace the need for actual measurement
units in making comparisons. To make accurate measurements, we have invented
measuring tools such as clocks, scales, tape measures and other devices.
Measurement with tools involves the comparison between the object and the units of
measurement marked on the tool. Most measurements involve reading some kind of
scale. No matter how many subdivisions the scales have, the object to be measured
is likely to fall between two of the markings on the scale. Every measurement is an
approximation. No measurement is exact.

5. MEASUREMENT IN OUR DAILY LIFES

Have you ever thought of the role that measurement plays in your life? Let us look at
the following scenario (Paulsen, 2021):

The scenario depicts the day in the life of a female going to work.

You wake up in the morning and you look at

This is the ‘time
the alarm clock. It says: 6:30. That is the time
now’.
now.

(SANTS, 2020)
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You decide to sleep in for a bit and the

This shows the ‘time
next time you look at your clock, it says: elapsed’. Time elapsed
6:45. So 15 minutes later is the time can be measured.
elapsed from when you first woke up.

(SANTS, 2020)

You go to the bathroom and stand on

the bathroom scale to measure your
mass. It says 62,4 kg. (Remember Mass can be measured.
that in South Africa we use a comma
for a decimal, thus it is 62,4 kg.)

(OpenClipart, n.d.)

Then you go to the kitchen and switch

on the electric kettle to make some The amount of
coffee. The meter on you electric electricity can be
board starts counting the Watts. measured.

(Pixabay, n.d.)

You wait until the water boils in the

Temperature can be
kettle. Water boils at 100 qC. That is
measured.
the temperature of the water.

(FreeSVGa, 2019)

You put 1 teaspoon of coffee into your

cup. The amount of volume in one Volume can be
teaspoon can be measured. measured.

(FreeSVGb, 2014)

You add water to your cup. The

amount of water can be measured. Volume can be measured.

(Arvin61r58, 2018)

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Now you look at the weather report to

see what the weather is going to be Temperature can be
today. The weather report says it will measured.
be 30qC today.

(Gjenstander, 2014)

You choose a dress to wear, and put The size of clothes

it on. You notice that it feels quite can be measured.
tight, and look at the label. It says
size ‘12’

(Public Domain Vectors, 2020)

You think that you might have to lose

some weight. Perhaps you should eat
The amount of
less carbs in your food. You need to
calories can be
take in fewer calories and burn more
measured.
fat! You remind yourself to look at the
food label when you buy lunch at the
supermarket to check on the
ingredients.

(Cindyy28, 2016)

When you leave home, you get into

The amount of
your car and notice that the petrol
fuel in your tank
gauge on the dashboard of your car
can be measured.
indicates that your petrol tank is
nearly empty.

(Arnold, n.d.)

You stop at the garage to fill up your

tank. Afterwards, the petrol gauge
The capacity of
says your petrol tank is full. The
amount of fuel that your petrol tank your tank can be
can take to be completely full is called measured.
the capacity of the tank.
(Max Pixel, n.d.a)

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While you are at the garage, they also

look if your tyres need to be inflated. The pressure of the
The attendant asks you what the tyres can be measured.
pressure in the tyres should be.

(Zoologist diz, n.d.)

You drive to work and the odometer

on the dashboard indicates that you
Length can be
have driven 55 550 km since you
bought your car. This is the distance measured.
(length) you covered with the car.
Length/distance can be measured.
(McNeely, 2015)

You also check the speedometer to

Speed can be
stay within the speed limit. Currently
you are driving at a speed of 50 km/h. measured.

(Enolynn, 2017)

Because of the COVID-19 pandemic,

people check your temperature with a
Your temperature
digital thermometer before entering a
can be measured.
building.

(Jaci XIV, 2021)

When you get to the office, you decide

to take the stairs. You notice that the Angles can be
staircase is quite steep. You look at measured.
the angle that the staircase makes
with the floor.

(Drromie, n.d.)

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When getting to your office, you

switch on the light, since your office is Luminosity can be
quite dark. You have an LED light measured.
bulb in your office, and now it is much
brighter.

(Pexels, 2016)

You check your calendar and realise

that it is one of your friend’s birthday. We measure times
You quickly send her a text message. of the year with a
calendar.

(J4p4n, 2020)

This is the end of our scenario for your measurement experiences in one day. We are
sure that you will use many, many more attributes of measurements as your day goes
along. Think about all the other episodes where you could come across measurement
in your daily endeavours.

Before exploring more detail about measurement we will be looking at how Piaget’s
three kinds of knowledge and how it relates to measurement.

6. PIAGET’S THREE KINDS OF KNOWLEDGE

You learnt about Piaget and his four stages of cognitive development in the
introductory module, I-MAT 120. Piaget identified two concepts that children must
have before they are ready for measurement, namely conservation and reversibility
(refer to I-MAT 120). Before we can teach learners to measure an amount, they should
have attained the concept of conservation of that amount, even though the
appearance of the amount may be distorted.

Can you remember the meaning of conservation? A synonym for it is preservation,

which means to keep its appearance. Look at the following example of the
conservation of length (Paulsen, 2021).

Take two pieces of cardboard strips (or pencils) of the same length. Ask the learners
if they are of the same length. If they say yes, place one strip to the left of the other
like this:

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If they say no, ask them to point to the longer one. Give the learners various
experiences to deal with the conservation of length. You can try various positions,
such as the following:

Piaget also identified three kinds of knowledge that are required for learners to
understand mathematical concepts: physical knowledge, social knowledge and
conceptual knowledge (Naudé & Meier, 2015). Let’s discuss the three kinds (triarchy)
of knowledge in the context of measurement.

6.1 Physical knowledge

Learners take in physical knowledge by collecting information through manipulating

objects and observation. Teachers should plan for sufficient concrete experiences to
ensure the development of physical knowledge of mathematical concepts (Naudé &
Meier, 2015) such as measuring length, mass, and capacity and volume. Physical
knowledge regarding measurement refers to:

“a sense of size, ‘muchness’ of an object or event, through measuring formally

and informally, which can lead to situations where parts of a whole must be
described in certain quantities. It also means the selection and use of appropriate
units, instruments and formulae to quantify characteristics of events, shapes,
objects and the environment” (Naudé & Meier, 2015, p. 212).

6.2 Social knowledge

This type of knowledge is developed during interactions with others. The acquisition
of social knowledge depends on an understanding of the ways in which individuals
communicate and form relationships. It is therefore important that you as the teacher
should provide sufficient opportunities for group activities so that learners can share
their knowledge and reflect on what they have discovered about measuring length,
mass, capacity and volume and so on. Social knowledge will include aspects such as
understanding and identifying properties and vocabulary in e.g. standard
measurement of time and the metric system of measurement (Naudé & Meier, 2015).

6.3 Conceptual knowledge

This type of knowledge refers to internal knowledge that learners construct for
themselves. Conceptual knowledge requires that learners derive information from

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things they have observed (physical knowledge) and invent answers to explain what
they have observed (Naudé & Meier, 2015), e.g. conceptual knowledge relating to
time, length, mass, capacity, volume, perimeter and area.

Next we will be looking at measurement of length and how to teach it.

UNIT 1: MEASUREMENT OF LENGTH

1. INTRODUCTION
Section 1 of this unit focuses on the measuring of length, using both non-standardised
units as well as standardised units. It empowers you to confidently and competently
teach conversions between different units of length as well as provide situations for
learners to extend their knowledge through word problems.

In Section 2 the focus falls on perimeter and area, but before you can teach it, you
yourself must understand the difference between 1-D, 2-D and 3-D. You will be
exposed to a variety of methods to teach the basic understanding of perimeter and
area as well as the application thereof in a real-life context. Once the concepts of
perimeter and area are dealt with the focus will fall on the understanding and teaching
of the surface area of selected 3-D objects.

In the last section, Section 3, you will be guided to provide appropriate assessments
for learners to reason about the measurement of length, perimeter and area. This will
empower you to be able to support learners with barriers to measurement of length,
perimeter and area.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1

Unit 1 consists of the following three sections and learning outcomes:

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UNIT 1
MEASUREMENT OF LENGTH

SECTION 1 SECTION 2
Length Perimeter and area

Learning outcomes: At the end of this Learning outcomes: At the end of

section, you should be able to: this section, you should be able to:
x Explain how to introduce measuring x Describe how to introduce the
of length by using non-standardised differences between 1-D, 2-D
units. and 3-D.
x Describe how to skilfully facilitate x Explain how to use a wide range
measuring of length using of skills to teach area and
standardised units. perimeter.
x Confidently and competently teach x Confidently and competently
conversion between different units facilitate the application of area
of length. and perimeter in a real-life
x Discuss how to provide situations context.
for learners to extend knowledge on x Discuss how to skilfully facilitate
length through word problems. learners to determine surface
area of 3-D objects.

SECTION 3
Assessment of length, perimeter and area

Learning outcomes: At the end of this section,

you should be able to:
x Develop and provide appropriate
assessments for learners to reason about
measurement of length, perimeter and area.
x Explain how to identify and support learners
with barriers to measurement of length,
perimeter and area.

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SECTION 1: LENGTH

1. INTRODUCTION
The first and most important stage of measuring is that learners identify and
understand the attribute (e.g. length, mass or capacity) which they will measure
(Luneta, 2014). In Section 1 we will focus on the measuring of length by using both
non-standardised and standardised units as well as the conversion between different
units of length. It is also important that you are guided in HOW to teach these to
Intermediate Phase learners.

Length is a straight measure of distance - from one end to the other end. Length gives
an indication of ‘how long something is’ if it is measured end to end. The physical
measurement of length takes a central position within the measurement-learning
sequence (Buys & de Moor, 2005 cited in Luneta, 2014).

Grade 3 learners should be able to estimate, measure, compare and order 2-D shapes
using non-standard and standard measures in terms of length (e.g. desk lengths in
metres). However, you cannot accept that they can do this! Before you start teaching
any of the measuring concepts in Grades 4, 5 or even 6 you must revise the concepts
again.

When measurement is introduced to learners, they must proceed through certain

‘steps’ to ensure that they develop sound concepts of measurement. The next ‘steps’
are important building blocks in learners’ concept development of measurement.

STEPS IN TEACHING MEASUREMENT

x STEP 1: Making COMPARISONS

If your learners measure length, let them compare different lengths.

x STEP 2: Introduce NON-STANDARD units

Let learners understand what is meant by measuring units. Let them suggest
measuring units and use that to do measuring, for example, let them use a
paperclip as a measuring unit to measure the length of their pencil cases or the
width of their desks.

x STEP 3: Introduce STANDARD UNITS (SI units) and let learners make their
own measuring instruments
Let learners make simple measuring instruments using a unit model which they
are familiar with, for example, a paperclip to measure length - then it is more likely
that they will understand HOW an instrument measures.
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x STEP 4: Introduce real MEASURING INSTRUMENTS

Let the learners make comparisons between the real standardised measuring
instruments (measuring in metric units like centimetres and metres) and their own
self-made instruments.

x STEP 5: CONVERT BETWEEN UNITS and SOLVE PROBLEMS

Let learners convert between measurement units and let them solve
measurement problems. The metric system that we use is a called a base-ten or
decimal system because it is based on multiples of ten (refer to B-FMA 110). Any
measurement given in one metric unit (e.g. metres) can be converted to another
metric unit (e.g. kilometres).

For example: 1 metre = 0,001 kilometres or other way around,

1 kilometre = 1 000 metres.

An understanding of length is an essential requirement for building the concept of area

and volume (Luneta, 2014).

Grades 4 to 6 learners must be able to:

x Measure 2-D shapes by estimating, measuring, recording, comparing and

ordering using:
o Millimetres (mm);
o Centimetres (cm);
o Metres (m); and
o Kilometres (km).
x Use measuring instruments like rulers, metre sticks and tape measures.
x Convert between measuring units (including decimal fractions to 2-decimal
places for Grade 6).
x Solve problems in context involving length.

Let us look first at how to use non-standardised units to measure length.

2. USING NON-STANDARDISED UNITS TO MEASURE

LENGTH
In the ancient times people made use of body parts for measuring. As length is just a
distance from one end to the other end, we can make use of different units in which
we can measure and express length, for example a foot length, hand width, finger
measure and hand span.

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This is a foot This is a This is a finger This is a hand

length. hand width. measure. span measure.

(Clker-Free-Vector-Images, 2014) (Clker-Free-Vector-Images, 2012b) (Pxhere, n.d.) (Sergei Komlev, n.d.)

Figure 1: Using non-standardised units to measure length

Reflect on what you have learnt so far before you do the next activity.

60 minutes
1
Did you know: A hand width was used in the ancient times and is still in use to
measure the height of a horse?

1. Do research on the Internet or use other trustworthy sources and write a

paragraph on the method to measure the height of a horse. Refer in the
paragraph to the standardisation of the hand width. Remember to reference your
sources and substantiate your arguments where possible.
2. Find information on any other lengths/ heights that are still measured with the
use of ancient measuring instruments.

Commentary:
This activity will help you understand how measurement came about and why
standardisation of measurement is required.

When teaching the measuring of length using non-standardised units it is important to

create an opportunity for the learners to participate on a concrete level. Let learners
make use of parts of their bodies (as shown above – see Figure 1) as measuring units
to do length measures in the classroom.

Class activity 1

Divide the learners into groups. Let the different groups, for example, each measure
one of the following:

1. Group 1: Use feet to measure the length of the classroom.

2. Group 2: Use their hand widths to measure the length of their desks.
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3. Group 3: Use fingers to measure the width of a classroom desk.

4. Group 4: Use hand spans to measure the width of the door, etc.

Let the members in the groups assist each other to take their measurements as
accurately as possible. When they measure, they must leave no gaps. When they
measure, for example with their feet, they must make sure that they place one heel in
front of the other toe, then the other heel in front of that toe, etc. The same principle
applies for any of the other (non-standard) units of measurement.

Let learners take the measurements from at least three different learners in the group.
Ask the groups to keep record of their results.

While learners are measuring lengths, walk around in the classroom and ask questions
like:

x What are you measuring?

x What is your unit of measurement?
x Can you show me how you are measuring?
x Are you getting the same results from different learners?
x Why are your results not exactly the same?

Consolidate this activity by writing some of the learners’ results on the chalkboard.
For example:

Length of classroom: 24 foot lengths; 20 foot lengths; 21 foot lengths.

Length of desk: 10 hand widths; 12 hand widths; 9 hand widths; etc.

Guide learners to realise that everyone's hands and feet are not the same size
(length). A learner with bigger feet will measure the length of the classroom in fewer
‘foot lengths’ than the learner with smaller feet. Learners with bigger hands will use
fewer hand spans to measure the length of a desk, etc. In this way learners can
practically come to the realisation that measurement units must be standardised.

The following activity can also be done:

Class activity 2

Let learners use a ruler to draw a line in their class work books. Let them then decide
on a non-standard measuring unit such as an eraser, pencil sharpener, paperclip,
bottle top or a short pencil or whatever they want to use to ‘measure’ with. Once they
have decided on the measuring unit, let them first estimate (guess) the answer.

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To estimate length, learners need to have a benchmark to estimate what they need
to measure. These could be an eraser, pencil sharpener etc. Would it be feasible to
measure the area of the floor of your classroom with a pencil sharpener? What would
be a better benchmark?

There are at least four good reasons why learners should estimate answers (Van de
Walle, Karp & Bay-Williams, 2010, p. 373):

1. Estimation helps learners focus on the attribute being measured and the
measuring process.
2. Estimation provides intrinsic motivation to measurement activities. It is
interesting to see how close you can come in your estimate.
3. When standard units are used, estimation helps develop familiarity with the unit.
4. The use of a benchmark to make an estimate promotes muiltiplicative
reasoning.

Keep an eye on the learners’ guesses, especially if the different measuring units differ
considerably in length. Van de Walle et al. (2010) mention that it is a challenge getting
learners to understand that larger units will produce a smaller measure just as smaller
units will produce a larger measure.

Once the learners have estimated the values, let them then use their non-standard
measuring units to do the measuring. A measure with a short pencil and paperclips is
shown.

2. Do not leave gaps 3. Stop measuring at

between the the end of the line.
1. The measuring
must start at the measuring units.
beginning of the line.

5. Line up the 4. Get the final ‘count’

This is the line that paperclips – leave no 6. Get the final ‘count’ or reading – 2 and half
must be measured. gaps in between. or reading – 7 pencils.

(Pencil: Bartekhdd, n.d.; Paperclip: Piotr Siedlecki, n.d.)

Figure 2: Items that can be used to measure length

Let learners again record their results in their class work books. See next.

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We measure the line

Our guess Actual measure
with
A pencil 3 pencil lengths 2 and a half pencil lengths
Paperclips 8 paperclip lengths 7 paperclip lengths
An eraser
A pencil sharpener

Ask learners if they are getting the same results as other learners. If not, ask them
why not. Guide learners to conclude that standardised units will not only give more
accurate results but then we can also fairly compare the measurements with anybody
anywhere in the world.

90 minutes
2
Read the scenario below before answering the questions that follow.

Mrs Seobi gave her Grade 4 learners an activity on using non-standardised units to
measure the length of a line. She found that one of the groups did the following:

1. Identify the error(s) made by this group.

2. Use a labelled diagram to illustrate how you will explain the correct method of
measuring to this group.
3. Vygotski believed that learners are able to perform actions beyond their level of
competence through their interaction with others. Why do you think the result of
this group activity is not in line with his belief?
4. Use a concrete example to show how you will you explain to learners that larger
units will produce a smaller measure just as smaller units will produce a larger
measure.

Commentary:
Recap your knowledge on the beliefs of Vygotsky by referring to the introductory
module, I-MAT 120. Make sure you understand his idea of more knowledgeable
other and that you are able to explain the zone of proximal development. Think
carefully about different units of measurement that can be used to measure the
same distance/length.

Now that you have worked through measuring length with non-standardised units, let
us have a look at measuring length using standardised units.

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3. USING STANDARDISED UNITS TO MEASURE

LENGTH
Luneta (2014) states that “the jump from measuring with non-standard units to
measuring in standard units using measuring devices is challenging” (p. 408) for the
learners. Commence with centimetres and then move on to metres when introducing
standard length units (Luneta, 2014).

3.1 Standardised units of length

Various measuring instruments are useful when you introduce learners to

standardised units of measurement. You can use rulers and different kinds of tape
measures to teach them about standardised units of length, such as millimetres (mm),
centimetres (cm) and metres (m).

Figure 3: Tape measures can be used to measure length

(Svensson Glad, 2018)

Be aware that some measuring tapes are marked in inches and not in centimetres.
Make the learners aware of this as some might have measuring tapes marked in
inches. You can show them that if the numbered markings are more or less the width
of their pinkies (fifth finger), then it is in centimetres. However, if the numbered
markings are a bit thicker than their thumbs, then the measuring tape is marked in
inches.

Figure 4: Image of measuring tape in inches

(Osseous, 2017)
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3.2 Measuring with standardised units

Let your learners now use standardised measuring instruments to measure the length
of different objects in the classroom. If you do not have enough rulers or tape
measures to use, cut string in different lengths that learners can use as units of
measure. Make a knot at the zero point and at the metre point (or whichever lengths
you want to highlight - for example, every 1 metre or 10 cm).

Next, teach your learners HOW to make and use accurate measurements and use
standardised measuring instruments. They must not only know how to use the
measuring instruments effectively but also how to correctly record the measured
results. When they measure they must always start from zero and NOT from the
edge of the measuring instrument.

2. Put the ruler

flat next to the
1. Put the 0
case.
line of the
ruler at the
one end of the
pencil case.
3. Take
the
reading –
it is 12 cm
long.

Figure 5: Measuring a pencil case

(Mbnachhilfe_de, 2015 & Newkidfish, 2014)

Allow learners to work in pairs and measure various objects, using millimetres, metres
and centimetres as required depending on what is measured. To work in pairs will not
only encourage discussion about the measurement but will also help learners to gain
confidence to work on their own at a later stage.

Walk around, encourage and assist learners to measure as accurately as possible.

Let them again record their findings in a table. Encourage them to indicate clearly if
they measured the length, height or width of an object. Let them compare and discuss
their results with other pairs. Assist them to use the correct mathematical language in
their discussions.

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If learners have a good grasp of approximate length measurements like, for example:
1 mm, 1 mℓ and 1 m; they will know if their measured answer is realistic or not. This
knowledge can also assist them to estimate the lengths of various objects.

Have a look at another activity.

Class activity 3

If you only have a metre stick or chalkboard ruler, put that up against the chalkboard.
Let learners use the board ruler as well as their own rulers to discover and confirm
how many centimetres are in a metre and how many millimetres are in a centimetre.
Just be careful: some learners might have rulers with centimetres on the one side and
inches on the other side. You can ask them why they think the ruler is marked in inches
as well. (The ruler might be imported from the USA and in the USA they use both
inches and centimetres. That is why measuring sticks or rulers in the USA often
contain both inches and centimetres.)

You can also let your learners draw a line that is an inch long. Then you can instruct
them to measure the inch in millimetres so they can see that 1 inch is approximately
25 mm. An inch is actually 2,54 cm long, thus 25,4 mm.

If you have more measuring instruments, make full use of them – learners need as
much concrete hands-on practical exposure as possible. Let them handle the
measuring instruments. Let them see, let them touch, let them feel and let them
experience the concepts that they are learning.

Use the chalkboard ruler to show learners how the different measuring units (metres,
centimetres and millimetres) relate to each other. Make sure that each learner
understands the relationship between millimetre and centimetre; as well as centimetre
and metre. Let them assist (show) each other, if it is necessary.

Let us have a look at another activity that you can do in the class:

Class activity 4

Ask the learners to line up outside the classroom from shortest to tallest. Give them a
moment or two to think for themselves and try some methods before you offer any
guidance. You might experience that the learners will make comments such as ‘You
are taller than me because you have shoes on’ or ‘Let’s ask someone to see which
one of us is the tallest’ or ‘Let us stand with our backs against one another to determine
who is taller’.

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Once the learners are lined up and they are satisfied with their order, tell each of them
their position (number) in the line. After you have done this, tell the learners to go and
measure their own height inside the classroom. You can give them a measuring tape
to assist them. Just remind them that they should always start measuring from the
zero and not from the edge of the measuring tape.

Figure 6: Measuring the height of a learner

(Carolinespromiseblog, 2011)

Guide the learners by telling them to make a little mark on one wall of the classroom
and write their names next to it and then use the measuring tape to measure. If there
are children taller than 150 cm – this might occur in a Grade 6 class, maybe earlier –
ask the learners how they will go about measuring that learner’s height (usually
tailoring measuring tapes are only 150 cm long). How can they measure their height if
the measuring tape is too short?!

Now that each learner knows how tall they are, instruct them to go back to the line
they made earlier outside the classroom. Once they are outside, each one must tell
their measured height. See if the values are increasing and the learners are actually
standing in ascending order.

60 minutes
3
Refer to the second class activity above where the learners measured their own
length and answer the questions.

1. If there is a learner taller than 150 cm, how can his/her height be measured?
Explain in full.
2. The learners are lined up outside the classroom again and they are telling you
their height. The values of their heights are not in increasing order as they are
supposed to be. Discuss all the possible reasons why it is not correct.

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3. Do you agree with the statement: “Learners need as much concrete hands-on
practical exposure as possible”? Provide reasons for your answer.

Commentary:
Share your answers with your study group. When you answer question 3, refer to
the Introduction to Mathematics Teaching in the Intermediate Phase (I-MAT 120)
module where you learnt about teaching mathematics from the concrete to the
abstract.

Next, let your learners move to semi-concrete level to make their own constructions.
Let them do this as accurately as they can.

3.3 Drawings

The words ‘sketch’, ‘draw’ and ‘construct’ have specific meanings in geometry (Serra,
2003), e.g.: when you sketch a square, you make a freehand sketch of a quadrilateral
that looks like a square. When you draw a square you should carefully and accurately
use geometry tools such as a protractor to measure the angles and a ruler to measure
the sides, to make sure they are equal in measurement. However, when you construct
a square with a compass and a straightedge you don’t A straightedge has no markings and
is simple a guide for the pencil when
rely on measurements from a protractor or ruler. drawing straight lines.

As Serra (2003, p. 143) stated:

“By tradition, neither a ruler nor a protractor is ever used to perform geometric
constructions. Rulers and protractors are measuring tools, not construction tools.
You may use a ruler as a straightedge in constructions, provided you do not use
its marks for measuring.”

Let your learners draw the following as accurately as possible:

x A line segment of 9 cm long;

x A line segment of 25 mm long;
x A square with sides of 5 cm; and
x A rectangle with length of 8 cm and a width of 6 cm.

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5. Construct a line
segment of 8 cm.
6. This angle
must also be a
4. This angle
right angle.
must be a right 8 cm
angle again.

7. Join the
parallel line
3. Construct a 6 cm segments – this
6 cm
line segment line segment will
of 6 cm. also be 6 cm.

2. This must
be a right 8 cm
angle.

1. Construct a line
segment of 8 cm.

Remind learners to always use a sharp pencil and a ruler when they do drawings.
Drawings must be done neatly and accurately. How to do the drawing of a rectangle
is shown next.

Your learners can use the corner of an A4 paper to ‘measure’ a 90° (right angle)
without the use of a protractor. (Using a protractor to measure angles will be discussed
in detail later in the module.)

2. Cut off the Let learners cut off the corner of an A4

corner to paper. Let them use that as an angle
make a 90°
measure for a right angle.
measure.

1. Corner of an A4
page - the angle is 90°.

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90 minutes
4
1. You have to teach your learners about standardised units of length. You planned
an activity for learners to measure the length of their textbook.
1.1 Write down the applicable unit of length for this measurement.
1.2 Write down the suitable measuring instrument for this activity.
1.3 Describe how your learners can perform the measurement if the required
measuring instrument is not available.
1.4 Prepare an activity sheet with FOUR (4) instructions that will guide your
learners to make accurate measurements.
2. Use a labelled diagram to illustrate how you will teach your learners to draw a
rectangle with a length of 10 cm and a width of 7 cm.
3. Give examples of the following types of knowledge that will be developed during
the activity in Question 2 above:
3.1 Physical knowledge; and
3.2 Social knowledge.

Commentary:
Keep the activity for learners for use during WIL or in your own teaching. When
answering question 2, refer to the example and explanation as discussed in
paragraph 3.3 above. Reflect on the types of knowledge before you answer question
3.

Regardless of your learners’ Grade or level, you should make no assumptions that
learners have an understanding of measuring units for length. The goal is to get your
learners to understand what units of measure may be used and which specific unit
would be more appropriate in a particular case.

Class activity 5

You can create an activity where learners (they can do this in groups) need to decide
how (and with what tool) they can measure and which is the most appropriate unit to
give the measurements of:

x The distance from their homes to the school.

x The distance from the classroom to the playground.
x The length of the door.
x The length of a bee’s leg.
x The length of a rat’s tail.
x The length of an elephant’s trunk.

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Remember to give learners an opportunity to discuss their findings and report back to
the class.

Now that you worked through measuring with standardised units, let us have a look at
the conversion between length units.

4. CONVERSIONS BETWEEN DIFFERENT UNITS OF

LENGTH
Before the learners can solve problems involving lengths Convert: Writing in different units
and length units, they must be able to convert between without changing size or amount.

the standard measures of length.

The S.I. system is a metric system. It is a convenient system because the units are
related in powers of ten. The metric system for measuring length starts with a base
unit, metres, and then prefixes are added to indicate the larger or smaller length units.
The prefixes: kilo-, milli- and centi- indicate the relationships between the
standardised S.I. units of length and the standard (or base) unit that is metres.

REMEMBER:

x Kilo- means thousand, as in “one kilometre is a thousand metres”.

x Centi- means hundredth, as in “one centimetre is a hundredth of a metre”.
x Milli- means thousandth, as in “one millimetre is a thousandth of a metre”.

To show the relationship between the length units, they can be lined up. The correct
order looks like this:

Kilo- Hecto- Deca- Deci- Centi- Milli-

Metre
metre metre metre metre metre metre
m
km hm dam dm cm mm
× 1 000 × 100 × 10 BASE ÷ 10 ÷ 100 ÷ 1 000
× 103 × 102 × 101 UNIT ÷ 101 ÷ 102 ÷ 103

Units are related in powers of ten.

Each unit (to the left) is an additional 10 times more than the base unit (towards the
larger side), or an additional tenth of the base unit (towards the smaller side). There is,
for example, 1 000 m in 1 km; 100 cm in a metre; 10 mm in 1 cm and 1 000 mm in a
metre. Point these conversions out to your learners.

Write the relationships between the units of length measures down. This is shown in
the next table. Write the table on the chalkboard and let your learners copy the table.
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Intermediate Phase learners must know these conversions by heart.

Unit Symbol Relationship

millimetre mm 10 mm = 1 cm
1 000 mm = 1 m
centimetre cm 1 cm = 10 mm
100 cm = 1 m
metre m 1 m = 1 000 mm
1 m = 100 cm
1 000 m = 1 km
kilometre km 1 km = 1 000 m

Metric Ladder
A ‘metric ladder’ like the one shown alongside can assist
struggling learners to do the conversions. Make a poster of the km

‘metric ladder’ for length for your classroom. Let them draw the ÷ 1000
ladder in their books. m

÷ 100
You should focus mainly on kilometres, metres, centimetres and cm
millimetres in the Intermediate Phase, but giving the complete
÷ 10
table to Grades 6 and 7 learners can assist them to understand
mm
the conversions between all of the length units better.
LENGTH
The following mnemonic can assist the learners in Mnemonic: System or pattern assisting
in remembering something.
remembering the order of the length units.

The first letters of the mnemonic:

“King Henry Drinks Much dark chocolate milk”,

indicate the order of the units of length in the conversion table.

If the learners are not sure to multiply or divide with the powers of ten, they can use
the mnemonic in a table method to determine the correct conversions. Take note, this
method makes use of procedural understanding and not conceptual understanding.
See the following explanation.

Example 1:
Convert 5 m to mm.

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Step 1: Write the 5 in the column of metres (m).

K H D M d c m
Km Hm Dm m dm cm mm
5

Step 2: As you want the answer to be in terms of mm, fill up the columns to the right
of the 5 until the millimetres column, with zeros.

K H D M d c m
Km Hm Dm m dm cm mm
5 0 0 0

Step 3: Read the answer: 5 m = 5 000 mm.

Let us do another example.

Example 2:
Convert 32 m to cm.

Step 1: Each column can only hold one digit. As it is 32 m, you cannot have a value
on the right hand side of the m-column. Thus write the 2 in the column of
metres (m) and the 3 in the column on the left hand side of the M-column.

K H D M d c m
Km Hm Dm m dm cm mm
3 2

Step 2: As you want the answer to be in terms of cm, fill up the columns to the right of
the 2 until the centimetres column, with zeros.

K H D M d c m
Km Hm Dm m dm cm mm
3 2 0 0

Step 3: Read the answer: 32 m = 3 200 cm.

Let us do another example. In this case, we are converting to a ‘larger’ unit.

Example 3:
Convert 9 cm to km.

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Step 1: Write the 9 in the column of centimetres (cm).

K H D M d c m
Km Hm Dm m dm cm mm
9

Step 2: As you want the answer to be in terms of km, fill up the columns to the left of
the 9 until the kilometres column, with zeros.

K H D M d c m
Km Hm Dm m dm cm mm
0 0 0 0 0 9

Step 3: To be able to read the answer, insert a comma (after the digit) in the km-
column.

K H D M d c m
Km Hm Dm m dm cm mm
0, 0 0 0 0 9

Step 4: Read the answer: 9 cm = 0,00009 km.

Let us do a last example.

Example 4:
Convert 5,4 m to km.

Step 1: Each column can only hold one digit. As it is 5,4 m, you should write the 5 with
the comma in the m-column and the 4 in the column on the right hand side of
the m-column.

K H D M d c m
km hm dam m dm cm mm
5, 4

Step 2: As you want the answer to be in terms of km, take out the comma next to the
5 and fill up the columns to the left of the 5 until the km-column, with zeros.

K H D M d c m
km hm dam m dm cm mm
0 0 0 5 4

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Step 3: To be able to read the answer, insert the comma in the km-column.

K H D M d c m
km hm dam m dm cm mm
0, 0 0 5 4

Step 4: Read the answer: 5,4 m = 0,0054 km.

Following are examples of questions applicable on the specific grades on the topic of
conversions between length units.

Grade 4 Grade 5 Grade 6

x 1 m = … mm x 2 m = … mm x 3,5 m = … cm = …mm
x 1 m = … cm x 5 000 mm = … m x 9 250 cm = … m = … km
x 1 km = … m x 3 m = … cm x 1,75 km = … m = … mm
x 500 mm = … m x 300 cm = … m x 5 km = … m = … cm
x 500 cm = … m x 2 km = … m x 0,5 cm = … m = … mm
x 500 m = … km x 3 km 50 m = … m = … cm
x 7 500 m = … km
x 58 mm = … cm = … m = … km
x 0, 025 km = … m = …. cm = … mm

Can you see the progression from Grade 4 to Grade 6 in the examples? Now do the
next activity.

60 minutes
5
1. Discuss the progression in the conversion examples from Grade 4 to Grade 6.
2. Complete the given conversion examples of each grade.
3. Compare your answers with your peers in your study group.
4. Explain to your peers what method you followed in determining the answer.

Commentary:
There should be progression in the examples provided to Grade 4, 5 and 6 learners
respectively. Please note this when you teach Intermediate Phase learners. From
Grade 6 onwards, decimal numbers can be included in learners’ work. Always
complete the examples yourself before you give it to learners to do.

Include conversions between the length units in your daily mental work and speed
tests. Give your learners lots of conversions to practise. When your learners can
convert confidently between units of measurement, they are ready to solve word
problems involving length.

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5. WORD PROBLEMS
Word problems based on length are not much different from word problems based on
any other topic in mathematics. A few examples of real-life problems based on length
which is suitable for Grades 5 and 6 learners are given next. You can give similar but
simpler problems to your Grade 4 learners. Remember to always start with very simple
problems – teach from the simple to the complex.

Example 1: Making dresses

Mary’s mother is a dressmaker. She wants to make dresses for

Mary and her sister Judy to wear to her aunt’s wedding. She
needs 2 metres and 75 cm of the material for Mary’s dress and
2 metres and 25 cm for her sister Judy’s dress.

(Artmaker, 2011)
If the cost of the material is R49,50 per metre, what will the cost be for the material
of both dresses?

Solution:

Mary’s mother must buy 2,75 m + 2,25 m = 5 metres of material (75cm = 0,75m; 25
cm = 0, 25 m)
One metre of material costs R49,50
Thus 5 metres will cost: 5 × R49,50 = R247,50

When the units are the same, the basic operations can be directly applied. Can you
see how the basic operations (addition and multiplication) were used to solve this
problem? Refer back to Fundamental Mathematics (B-FMA 110) for a step-by-step
explanation on how each of the operations must be done.

Example 2 is a straight forward problem but tests real understanding of length and
length units as well as decimal numbers. Do you still remember that 0,5 = ? This
knowledge may help some learners to make more sense of the problem,

Example 2: The three trees

In the school yard there are three big trees. The oak tree is 9 metres tall. The pine
tree is 1,5 metres taller than the oak tree. The maple tree is 3,5 metres taller than the
pine tree.

x Which tree is the shortest?

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x How tall is the pine tree?

x How tall is the maple tree?
x How tall are the 3 trees altogether?

Solution:

The oak tree is the shortest (9 metres tall).

The pine tree is: 9 m + 1,5 m = 10,5 m tall.
The maple tree is: 10,5 m + 3,5 m = 14 m tall.
All three trees are: 9 m + 10,5 m + 14 m = 23,5 m tall. (Inkscaper, 2015)

90 minutes
6
1. Use your knowledge on measuring length and create six real-life word problems
- two for Grade 4, two for Grade 5 and two for Grade 6 learners. Make sure you
include questions using non-standardised as well as standardised units of
measuring length. Also prepare the memorandum for each word problem.
2. Set up ten questions for each grade where they need to convert between
different units. Consult the CAPS document to ensure the questions are
according to the requirements for the specific grade:
Department of Basic Education (DBE). (2011a). Curriculum and Assessment
Policy Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government
Printers. Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatem
ents(CAPS)/CAPSIntermediate.aspx

Commentary:
Give your learners lots of problems to solve. The more problems they solve the
better problem solvers they will be. Keep your problems and solutions for use during
WIL or in your own classroom. REMEMBER: Always solve the problems yourself
before you give them to your learners to do!

In Section 1 you were exposed to measuring length using non-standardised and

standardised units. The conversion between units of length as well as real-life word
problems were also addressed. In the next section we will be discussing perimeter
and area.

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SECTION 2: PERIMETER AND AREA

1. INTRODUCTION
Before you teach learners about perimeter and area, it is important that you, the
teacher, have sound background knowledge of all the concepts involved. There is a
vast difference between perimeter and the area of a shape. Before we investigate
perimeter and area, let us discuss first what one dimensional, 2 dimensional and three
dimensional are – in short 1-D, 2-D and 3-D.

2. WHAT ARE 1-D, 2-D AND 3-D?

In the module Mathematics Teaching in the Intermediate Phase 2, I-MAT 312, you
were exposed to Space and Shapes. In the next activity, the extract is based on the
difference between the different dimensions. Do the activity.

180 minutes
7
Read the following extract from a transcript of a Year 5 (Grade 4 in South Africa)
mathematics lesson (Barwell, 2005, pp. 99, 101–102) before completing this activity.

As part of recent research, I recorded several mathematics lessons of a Year 5

class in a primary school in an urban part of England. The extract comes from a
transcript of a lesson in which the class worked on two dimensional shapes (e.g.
square, circle, and triangle) and three-dimensional objects (cuboid, cylinder, and
prism). Many members of the class have encountered these ideas in previous
years. The extract comes from the start of the lesson, in which the teacher is
roughly implementing the first ‘warm-up’ section outlined in the NNS1. She gives
an objective for the ‘warm-up’: ‘to be able to describe two dimensional shapes’
(turn 1). In the ensuing discussion, the concept of ‘dimension’ itself becomes the
focus. The discussion portrayed in this extract (in which I participate) stood out
for me at the time, since in mathematical terms, although brief, the ideas are rich
and go beyond the confines of the NNS, or of what might be expected for students
of this age.
[NNS1 = National Numeracy Strategy in the United Kingdom]

1
National Numeracy Strategy
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Extract from a transcript of a Year 5 mathematics lesson:

T = the teacher. RB = Richard Barwell.

Students are indicated by letters, e.g. W or ?, where it is not clear who is speaking.

1. T: Right the learning objective for our mental and oral starter is to be able to
describe two dimensional shapes. (Writes on board)
2. T: Can anyone remind us what a two-dimensional shape is? (Lot of noise
outside classroom)
3. T: B can you shut the door please. W.
4. W: ( … )
5. T: (you can describe it as) flat, okay good flat’s a good way for you to describe
two dimensional shapes. D.
6. D: (It hasn’t) got breadth, width and length.
7. T: It’s got breadth and length, it’s got width and it’s got length. Yep correct.
Anything else about two dimensional shapes? What’s the difference then
between two-dimensional and three-dimensional? W tells us its flat, that’s
fine. Is there anything else to say F?
8. F: Um a (three-dimensional shape) has breadth, length and height.
9. T: Well done. This would be a two-dimensional shape (draws a square) and
a three dimensional shape will have an extra dimension. That would be a
solid shape (draws a cube) okay G.
10. T: Can you open the window please F and V could you open the window
please.
11. H to T: ( … ).
12. T to RB: (do you know what) a one-dimensional shape (is)?
13. RB: A one dimensional shape.
14. V: I know what a one-dimensional shape is…
15. RB: Go on …
16. V: A line.
17. RB: ( … ) so what’s a no - a zero dimensional shape?
18. ? Nothing.
19. ? A dot.
20. B: Yeah. It’s got no length, no width, no height.
21. F: But a dot, but a dot, but a dot might end up as a circle …
22. A: Yeah ‘cause a little tiny circle (gestures a circle with a finger) ( … )
23. F: ( … )
24. RB: So how many dimensions has a circle got?
25. F: None (shrugs).
26. T: (draws circle) None? One?
27. ? One.
28. (Many voices)
29. G: (Gestures a circle)

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30. T: What’s this bit called? (drawing round circle again)

31. Several: Radius.
32. T: Circumference. It’s got a circumference. It’s got a diameter it’s got a
radius (draws E-W radius). What d’you think Z?
33. Z? Two-dimensional.
34. T: Two-dimensional?
35. ? Yeah …
36. V: And a sphere is three-dimensional.
37. T: And a sphere is three-dimensional. What would be a one-dimensional
circle then?
38. A: ( … ) a line (shrugs).
39. T: Just a diameter (points to diameter from before). Yes J.
40. J: (mmm … a two dimensional is flatter … )
41. T: Yep flat. Look. (picks up a plastic circle from a set) I don’t like these,
‘cause they look like three dimensional don’t they. They’re thick but
they’re not meant to be, they’re meant to be two dimensional. Okay,
they’re flat shapes (picks up a square).
42. ? A cylinder.
43. T: Yeah that’s a cylinder (laughs, waves circle) (and that’s a)?
44. ? A cuboid?
45. T: Cuboid (waves square). But it’s not meant to be, it’s meant to be flat.
Yes K.
46. K: There’s no such thing as a one-dimensional shape ‘cause a line is kind
of like a rectangle filled in.
47. T: Yeah. What just a line? (points to board)
48. K: Yeah.
49. T: Like a – what like (…) (gestures thinness).
50. K: A rectangle filled in.
51. T: (Giggles) Very clever. Like a dot (draws dot) oops (erases, does again)
like that. It’s interesting isn’t it? Yes H?
52. H: (...) sometimes things made out of papers … um um … two-
dimensional.
53. T: Yeah.
54. H: (…) has just a tiny, tiny, tiny (gestures thinness).
55. ? Very thin.
56. T: So, you’ve got to draw it on paper so it’s going to have certain thickness
(gestures thinness). Anyway ... (changes subject to next part of lesson).

1. The concept of ‘dimension’ becomes the focus of this lesson. Referring to the
transcript, explain in your own words how the concept of ‘dimension’ becomes
central to the lesson from both the teacher’s and learners’ perspectives.

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2. In line 7T, the teacher asks the learners: “What’s the difference between two-
dimensional and three-dimensional?” In your own words, how do his learners
respond? Do you agree with the learner’s answer? Motivate your answer.
3. In line 9T, the teacher refers to a ‘solid shape’. What was he referring to? Can
you name other solid objects?
4. Why do you think that the learners had difficulty with deciding on the
dimensionality of a circle?
5. What shapes did the learners identify in each case for 0-D; 1-D; 2-D and 3-D?
Do you agree with the argument regarding zero-dimensional ‘shapes’? Justify
your answer.
6. In line 46K, the learner argues that there is no such thing as a one-dimensional
shape. Do you agree with the learner’s argument? Justify your answer.
7. What role does mathematical language play in this lesson? Use examples to
explain.

Commentary:
Note: Year 5 learners are about 9 – 10 years of age. A cuboid is a rectangular prism.

Look at the following illustrations – it shows the basic differences between 0-, 1-,
2-, and 3 dimensions, in the way in which dimension is used in the extract.

SOLID AND SHAPE (2-D) LINE (1-D) POINTS (0-D)

HOLLOW (Geometric shapes (A line has only 1 (Isolated points
OBJECTS (3-D) have 2 dimension, have zero
(Geometric objects dimensions, length regardless of the dimensions. It
have 3 and breadth.) orientation.) only indicates
dimensions, e.g. square e.g. wire position and no
length, height and dimensions such
breadth/width) length, height
e.g. wood and
breadth/width)
e.g. dust cloud

You should study the above examples given here closely to help you think about
your answers to the questions in this activity. Think also about the depth of the
discussion that is presented in the transcription. It is evidence of deeply meaningful
discussions on the part of learners. Teachers should strive to encourage similar
meaningful discussions, as deep learning takes place during this kind of
discussions.

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Look at how the focus of the lesson shifts to ‘dimensions’. Learners use excellent
reasoning to argue that a point is zero dimensional and a line is one dimensional.
There was a level of uncertainty around the dimension of a circle because a circle
does not fit into the definition of 2-D shapes having length and breadth. Solid and
hollow objects are 3-Dimensional having fixed shape and size, and occupying fixed
space. Other examples of solids are cubes, rectangular prisms (cuboids), cylinders,
cones and spheres.

Take note:
All the concepts relating to dimensions are abstract and only ‘live’ (exists) in our
minds. We perceive everything in this world as 3-dimensional. So to say a line is
one-dimensional, we ‘assume’ it has no thickness. So it is important to know: every
drawing is just a representation of the idea (or concept) in our MIND. A point can
be represented as a dot, but in your mind, it has ‘no dimension’ – it only indicates
position. In reality a ‘dot’ that you draw on the board is a representation of a concept
of a point.

To be able to explain perimeter and area to learners in the class, it is imperative that
you understand the concepts yourself. We will discuss perimeter and area and how to
teach it in depth in this section.

3. TEACHING PERIMETER
Luneta (2014) describes perimeter as a linear measurement that measures the length
around the boundary of a figure or a region. The word perimeter has two parts: peri
which means around and meter, from the Greek word metron, meaning to measure
(Luneta, 2014).

We will start by measuring the distance around learners’ body parts like their arms,
legs, etc.

3.1 Measure the distance around body parts

Let your learners use measuring tape to measure the distance around some of their
body parts like their head, arms, waist or ankle. If measuring tapes are not available,
let learners start by using pieces of string to ‘measure’. Guide learners HOW to
measure around the body parts.

Let them take their string measures to the metre stick in front of the class and check
how many centimetres the ‘perimeter’ (circumference) of their head, arm, waist or
ankle is. Use the correct mathematical language (vocabulary). For example, when a
shape is circular, we talk about circumference.

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Let learners write down and compare their measurements with those of other learners.
Let them discuss the measurements and talk about bigger and smaller (heads) or
longer and shorter distances around their heads.

3.2 Measure the perimeter of shapes in the classroom

Divide your learners in groups. Let your learners measure the perimeter (distance
around) some shapes with straight sides in the classroom. You will notice that this may
be ‘a little bit more difficult’ for learners as they cannot just take ‘one measurement’
around the shape of the objects like they have done with the body parts. Here they
have to take more than one measurement. They have to measure each of the straight
sides and then add these measurements together. Discuss this with your learners
before they start.

Emphasise that perimeter means the total length of the distance around the
shape. Again, if measuring tapes are not available, let them use strings and take their
strings to the metre stick in front of the class to check the actual ‘standardised’
measurements. Let them use their rulers to measure the shorter straight distances.
Make sure that they are able to convert the string’s length to centimetres or metres as
it can become tricky once the string is much longer than the meter stick or measuring
tape.

Let them measure, for example, the distance around:

x The top of the teacher’s desk.

x The top of a learner’s desk.
x The window pane.

Organise the groups so that all the groups do not measure the same thing at the same
time. Let them record their results in a table. Draw the table on the chalkboard. Here
is an example:

What I measured The perimeter measurement is

Top of teacher’s table 1,2 m + 80 cm + 1,2 m + 80 cm = 2,4 m + 1,6 m = 4 m
Window pane
Top of learner’s desk

Learners must convert the units to the same unit before they can add them. If you
cannot remember how to do it, work through Section 1, paragraph 4 of this unit again.

Next, let them ‘calculate’ the perimeter of shapes and objects.

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3.3 Calculate the perimeter of shapes and objects

On an abstract level, let your learners calculate the perimeters of shapes like
rectangles, squares, triangles and even irregular shapes. Write the questions on the
chalkboard. Note that the drawings must be neat but do not have to be on scale as
learners must calculate the perimeter – they do NOT have to measure it this time. If
you have photocopying facilities, provide learners with worksheets. An example of a
worksheet is given.

WORKSHEET GRADE 5

Calculate the perimeter of each of the following:

1. 8 cm 2. 4 cm

4 cm 4 cm 4 cm 4 cm

8 cm 4 cm

Perimeter = _______________ Perimeter = ______________

= _______________ = ______________

3. 4. 6m
5m

3m 5m 7m
4m
4m 10 m

Perimeter = _______________ Perimeter = ______________

= _______________ = ______________

Encourage learners to show their steps (and not only write down an answer). For
Grade 4 learners include less questions – in other words do NOT include perimeter
calculations of irregular shapes like Question 4 in the above worksheet. For Grade 6
learners, also include application questions like the following:

WORKSHEET GRADE 6

1. Calculate the perimeter of:

1.1 A square with sides 35 mm.
1.2 A rectangle which is 7,5 cm long and 2,5 cm wide.
1.3 An equilateral triangle (a triangle with all sides equal) with sides equal to
7,25 m.

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2. A small rectangular vegetable garden is 8,5 metre long and 6,5 metre wide.
2.1 How many metres of fencing will you
need to fence the garden?
2.2 If the cost of the fencing is R45 per metre, how
much will it cost to fence the vegetable
garden?

(Glitch, 2013)

Now complete the next activity.

120 minutes
8
Apply your knowledge to do the following:

1. Describe how you will apply Bruner’s three modes of representation (enactive,
iconic and symbolic modes) to teach perimeter to your learners. (Revise learning
and teaching theories in Section 1, Unit 1 of the introductory module, I-MAT 120.)
2. Develop your own worksheet on perimeter for your Grade 6 learners. Keep this
for future use during WIL and in your classroom. The worksheet should provide
for the following:
x Calculation of perimeter of given regular shapes.
x Shapes should include triangles, squares and rectangles.
x Application questions.

Commentary:
Keep your worksheet for use during WIL or in your own classroom. Remember, the:
x enactive mode is action-based;
x iconic mode is image-based; and
x symbolic mode is language-based.

Next, let us look at how to teach area.

4. TEACHING AREA
Before teaching area to your learners, revise the basic 2-D shapes with your learners
(see I-MAT 312, Unit 2). This knowledge will help you to communicate effectively with
your learners about finding the area of different shapes.

Start with the meaning (definition) of area. Explain that area is the flat space that we
want to measure within the perimeter of the shape. Many learners may get
confused by the difference between area and perimeter. Area is the amount of
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surface covered inside the shape – like the size of a yard inside (within the
boundaries of) the fence.

The size of the yard

inside the fence is the The length of the fence
area (of the yard) and is around the yard is the
measured in square perimeter (of the yard).
units.

Figure 7: Measuring the length of a yard

AREA is the space we want to measure within the perimeter. It

is the size of the flat surface enclosed by the boundary of the
perimeter. Area is measured in square units.

Explain to learners that if you guess the area of a room, you might buy the wrong size
of carpet, the wrong amount of paint or the wrong number of tiles. Tell learners that
area is measured in square units. One of the most effective ways to define area is to
‘fill’ or cover an area with ‘square units’.

4.1 Find the area of regular shapes

On concrete level let groups of learners use 1 cm × 1 cm squares made from A4

paper or cardboard. Prepare these beforehand. Each group needs 48 small squares.
This is a very small unit but it will give your learners an idea of what is meant by 1 cm2
and how small this unit really is.

1 cm

One square is 1 cm

= 1 cm2 (1 square centimetre)

Take note: This is one square centimetre and we write it as cm2. It means that the
length of the sides of the square is 1 cm. We do not say ‘centimetre square’.

Area of a square and rectangle

Let learners draw the following 2-D shapes (on scale) in their books, a:

x 4 cm × 4 cm square.

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x 8 cm × 6 cm rectangle.

4 cm × 4 cm square 8 cm × 6 cm rectangle

4 cm 8 cm

4 cm 6 cm

(Take note this illustration is not drawn to scale.)

Let your learners now ‘measure’ the area of the shapes practically with the use of the
1 cm × 1 cm squares. To do that they must ‘fill’ the space of the square with the
1 cm × 1 cm squares. Do you still remember tessellations done in I-MAT 312?
(Learners must tessellate the small squares to fill the large square without gaps and
overlaps.)

Let us start with the 4 x 4 square. The square covered with the small 1 cm × 1 cm
squares are shown.
4 cm

This is one of
1 2 3 4
the small
1 cm × 1 cm 4 cm
squares.
5 6 7 8

9 10 11 12 16 small squares
are required to fill
13 14 15 16 the large square.

To find the area learners must count all the squares required to cover the surface. In
the example shown above, 16 small squares are required to cover the whole
4 cm x 4 cm square. Make sure that all learners understand how to cover the surface
(without gaps and overlaps) and how to find the area of the shape (by counting the
total number of small squares required to fill the surface). Let learners assist each
other to find the total area if some are still uncertain how to do this. Let learners also
find the area of the rectangle in the same way.

While your learners are doing the activity, walk around and ask questions like:

x HOW many small squares do we need to fill the square?

x What is the area of the square?
x HOW many small squares do we need to fill the rectangle?

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x What is the area of the rectangle?

Emphasise that area is measured in square units. Learners must be able to say: “The
area of the square is 16 square units” (because 16 small squares fill the area) or “The
area of the rectangle is 48 square units” (because 48 small squares will fill the area).

When learners understand the concept of ‘area’ as the number of squares that will fill
the surface of the shape, ask them to explore in order to find ‘other methods’ to
determine the area. Challenge them to find a ‘rule’ to determine the area of a square
and rectangle. Let them study the square and rectangle again. The square is shown.
4 squares

1 2 3 4

5 6 7 8
4 squares
9 10 11 12

13 14 15 16

Ask learners questions like:

x How many small squares are in a row? How many rows are there?
x What is the length of the square?
x Are the sides the same length? How do you know this?
x Can we find the area of the square in another way?
x Is there a shorter method than covering the square with small squares?
x If we know what the length of the square is, can we find the area?

Following is another class activity you can do with your learners.

Class activity

Divide the class into groups of not more than three learners per group. Hand out A4
paper or even old newspapers and sticky tape/glue. Instruct them to build/make you a
1 m2 (say: “one square metre”) square. It is important that the learners do this
accurately. The learners can use the board ruler, their own rulers or even measuring
tapes to do the measurements. Below is a diagram (not on scale) of the 1 m2 square.

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1m
Diagram of a square
of 1 m2. The length
and the breadth/width
should be 1 m each.
1m

The amount of surface

is one square metre.

Figure 8: Diagram of a 1 m2 square

Note: The making of this 1 m2 by the learners will take at least 30 minutes (1 lesson)
for Grade 6 learners. Do your planning accordingly.

Once the groups made their own square of 1 m2, you can take the class outside and,
for instance, ask them to determine the area of a netball court using their squares. Let
the learners ‘pack’ their squares on the netball court (remember without gaps and
overlaps) to discover the area of it.

Figure 9: Squares of 1 m2 packed to measure area

(Le Hanie, 2015)

4.2 Formulae for area

Shape identification, which represents geometric knowledge, forms the basis for the
development of perimeter and area formulas. A good understanding of the formulas,
requires understanding of the basic 2-D shapes and their properties. This helps the

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learner to think about the logical relationships that exist between formulas (Huang &
Witz, 2013). When learners are given the chance to develop measurement formulae,
they acquire a deeper conceptual understanding of the relationships involved in
measuring and they engage with an authentic mathematical process (Luneta, 2014).

Although the CAPS document (DBE, 2011a) stipulates that Grade 6 learners do not
have to use formulae to calculate area and perimeter you can guide your Grade 6
learners to discover that the area of a square can be found by: length times
(multiplied by) length (ℓ × ℓ) and the area of a rectangle can be found by the length
times the width (ℓ × w) of the rectangle.

It does not matter if the learners determine the area of the square using the formula of
the area of a rectangle – they will get to the same answer.

Area of the square = length × length

=ℓ×ℓ
= 4 × 4 square units
= 16 square units
= 16 units2

Area of the rectangle = length × width

=ℓ×w
= 8 × 6 square units
= 48 square units
= 48 units2

4.3 Area of a triangle

Grade 7 learners need to use appropriate formulae to calculate the area of squares,
rectangles and triangles (DBE, 2011b). In the previous paragraphs ideas were given
on letting learners discover the formulae for the area of a square and a rectangle. Let
us look at how we can let Grade 7 learners can practically discover the formula for the
area of a triangle.

Hand out A4 paper to the learners and let them cut a square from it. They can follow
the steps:

1. Fold the corner of the page in so that the top and left-side edges lie flat on each
other.

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2. Cut off the piece not covered by the fold. Open the folded triangle. Now you have
a perfect square.

Fold

Cut off this piece.

Once the learners have a perfect square with a fold in, they can cut along the fold to
end up with two triangles.

Ask the learners the following:

x What shape did you have before you cut on the fold? [square]
x What shapes did you cut it into? [triangles]
x How many triangles did you get when you cut on the fold? [two]
x Are the two triangles congruent? Why would you say that? (If you cannot
remember what congruent means, work through I-MAT 312, Unit 1 Section 2
paragraph 5 again.) [Yes, I can put the two triangles on top of each other and
they are a perfect fit.]
x How can you determine the area of the square? [length multiplied by length]
x How can you determine the area of one of the triangles? (Give the learners time
to think as they need to realise that one triangle is actually half of the square.
Thus, the area of the triangle would be half of the area of the square.)
You can further guide the learners to discover the formula for the area of a triangle by
asking the following questions:

x Is it wrong to say that the area of a square is length multiplied by width? (By
asking this, you are guiding the learners to perform on a Van Hiele Level 2
[informal deduction] of geometric thought. If you cannot remember the different
Van Hiele levels, refer to I-MAT 312 and recap the levels.) [No, it is not wrong,
as a square is a ‘special’ rectangle.]
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x What would you say then is the formula for the area of a triangle? (Let the
learners voice their thoughts. Keep on guiding them until they can come up with
the answer. If they still cannot do it, go back to the concrete square that they
cut into two congruent triangles and ask the questions again.) [The area of a
triangle would be half of the length multiplied by width as there are two
triangles.]

You can also let the learners discover the formula for the area of a triangle by using a
rectangle. Then the learners would cut along the diagonal of the rectangle. See the
next illustration:
Length (ℓ)

Width ( )

Diagonal to cut
along.

Now ask the following questions:

x What shape did you have before you cut on the fold? [rectangle]
x What shapes did you cut it into? [triangles]
x How many triangles did you get when you cut on the fold? [two]
x Are the two triangles congruent? Why would you say that? (If you cannot
remember what congruent means, work through I-MAT 312, Unit 1 Section 2
paragraph 5 again.) [Yes, I can put the two triangles on top of each other and
they are a perfect fit.]
x How can you determine the area of the rectangle? [length multiplied by width]
x How can you determine the area of one of the triangles? (Give the learners time
to think as they need to realise that one triangle is actually half of the rectangle.
Thus, the area of the triangle would be half of the area of the rectangle.) [Half
of length multiplied by width]

Area of triangle:

= half of the length multiplied by the width

= × length × width (remember that of means multiplying – refer to B-FMA 110)

As a triangle does not have a ‘length’, we rather say it is the base. The ‘width’ then
will become the height of the triangle. However, it should be a height perpendicular
(with a right angle) to the base. Remember that as all of the angles of a rectangle and

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square are right angles (90º), the height will be perpendicular to the base. See the
following illustration:

Width ( ) Perpendicular
height (Aℎ)

Length (ℓ) Base (b)

Thus, the formula for the area of a triangle = × base × height

= × b × Aℎ

Following is a summary of the area formulae that Grade 7 learners need to know. Take
note that the triangle in the summary may look different from the ones above, however,
you can still see the base and the perpendicular height.

Table 1: Summary of area formulae for Grade 7 learners

AREA FORMULAE
Square Rectangle Triangle

ℓ ℓ

ℓ w h

b
Area = length × length Area = length × width Area = × base × height
=ℓ×ℓ =ℓ×w
= × b × Aℎ
= ℓ2

Take note: The height

should be perpendicular
(90°) on the base.

Introduce the correct unit for area to learners. Tell them units like centimetres (cm)
and metres (m) are used for measuring length (which we can think of as a one
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dimensional measuring), but when we measure area we are measuring in two

dimensions (length and width) and therefore need a unit that reflects this. Hence we
get units such as square metre (m2) and square centimetre (cm2) (Rickard, 2013).

120 minutes
9
1. Describe how you would use quad paper (squared paper) to teach your learners
to find the area of regular shapes.
2. Describe how you will show your learners how to apply the relevant formulae to
calculate the area of the following shapes:
2.1 A square with a length of 4 cm.
2.2 A rectangle with a length of 14 cm and width of 9 cm.
2.3 A triangle with a base of 6 cm and height of 8 cm.

Commentary:
Learners in the Intermediate Phase often confuse the concepts perimeter (the
distance around a shape) and area (the size of the surface within the boundary of a
shape). One of the reasons is that learners are taught formulas too soon (before real
understanding takes place) – they can easily get confused with the formulas. Guard
against this! Teaching perimeter and area must start with practical activities of
estimating and then verifying their results with accurate measurements and
calculations. Keep your activities for use during WIL or in your own teaching.

Next we will look at how to find the area of irregular shapes.

4.4 Find the area of irregular shapes

When learners have mastered finding the area of squares and rectangles (and
triangles for Grade 7 learners), let them then find the area of ‘irregular’ or ‘odd
shapes’ (shapes that are not rectangles or squares). This can be done by dividing the
shapes into rectangles/squares. Then learners find the area of each rectangle/square
and add the totals together.

Let your learners make a grid consisting of squares on an A4 paper. Follow the next
instructions:

HOW TO MAKE A SQUARE GRID

Let your learners make a square grid from an A4 page or a newspaper page as
follows:

1. Fold the A4 as shown previously.

2. Open the folded triangle. Now you have a perfect square.
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3. Fold the square into smaller squares by folding down and across.
4. The size of the smaller squares will depend on how many times you fold the
original square.
5. Open the square and highlight the folds by tracing them with wax crayon or a
koki pen.

Folded
square

Cut off this piece.

In simple terms: Area is the space an enclosed shape covers. To guide learners to
grasp this very elementary definition, let learners experiment with ways in which to
cover square grids. They can make use of different grids (as long as they use squares
on the grids) so that they understand that the area can be measured in different
square units of measurement.

Let your learners use their grids to find the approximate area of the surfaces of
irregular objects like, for example different sized leaves, the palm of their hand or any
other flat objects. Possible examples are shown.

Figure 10: Examples of drawings on a grid

Let your learners:

x Put the flat object on the grid.

x Trace around the object.
x Then count the number of square blocks covered by the object.

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Your learners should only count the whole squares. This activity is not so much about
accuracy as it is about the concept of covering the surface area. If your learners ask
what to do with the bits of squares, you can tell them to try and add up bits to make
more or less a whole square.

Let learners then measure the area of their hand palms in the same way as they have
measured the area of the leaves. Let them trace around their hands (fingers together)
and compare the squares covered by their hands in which the position of the fingers
differs. Let them discuss which area measurement is more accurate. Let learners also
find the areas of cut-out shapes like rectangles, triangles and squares in the same
way.

Let learners explore area by:

x Drawing a 2-D shape on a piece of graph paper. Let them shade the blocks inside
the perimeter or boundary of the shape. This represents the AREA. Let them
count the shaded blocks to find the area.
x Drawing squares and rectangles of various sizes on quad (squared) paper and
find the area by counting the number of square blocks inside the shape.

30 minutes
10
1. How will you explain the concept of ‘area’ to a Grade 5 learner? Discuss in two
to three paragraphs.
2. You planned a lesson on ‘How to find the area of irregular shapes’. The following
diagrams represents the LTSM for the planned activity:

Prepare an activity sheet with FOUR (4) instructions to guide your learners to
use the given LTSM to find the area of the leaf.

Commentary:
Keep your class activity for use during WIL or in your own teaching.

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Next we will be looking at the modelling of area problems.

4.5 Modelling area problems

It is important to offer learners the opportunity to engage with interesting and

stimulating contexts for learning in which the tasks connect to their lives and the
mathematical potential is rich (Cheeseman, McDonough & Ferguson, 2014). When
learners understand that there is a connection between real life and the mathematical
concept being taught, they understand the value of mathematics and often form a
deeper understanding of the concept.

Mathematical modelling is a rich teaching tool which can be used to create these
problem type opportunities for learners to develop a deep understanding of concepts.
The process starts with a messy, roughly defined problem which can have several
solutions which are all correct. Mathematical modelling asks of the learner to be critical
and creative while making choices and assumptions that are realistic. Through this,
learners must create a mathematical model which describes an authentic situation
through mathematical concepts and language (Ontario Curriculum and Resources,
2020).

Modelling problems create authentic connections to real-life situations. Look at the

explanation of the process of working with modelling problems in a classroom.

1. Understand the problem

x What questions need answering?
x What information is needed?

2. Analyse the situation

x What assumptions can I make about the situation?
x What changes, what remains the same?

3. Create a mathematical model

x What representations, tools, technologies and strategies will help build the
model?
x What mathematical knowledge, concepts and skills might be involved?

4. Analyse and assess the model

x Can this model provide a solution?
x What are alternative models?

The following example of a modelling problem can be given to Grade 5 – 7 learners.

Just keep in mind that Grade 6 and 7 learners might use formula to do the calculations
while the Grade 5 learners might only use the scale drawing to determine the answer.
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Divide the class into groups of two or three learners per group. Each group receives a
task which explains the real-life problem that must be solved. Here is an example:

Modelling problem
Area

The local primary school wants to tile a play area for the Grade 1 learners with carpet
squares. You need to help decide which tile (carpet square) is best and most cost-
effective to use in the play area.

Directions:
x The play area is a rectangular shape.
x The long side of the play area is 12 m
long.
x The short side of the play area is 6 m
long.
(Fiess-Hill, 2012)

There are three types of tiles to choose from:

1. 1 m × 1 m
2. 1,5 m × 1,5 m
3. 2 m × 2 m

Choose the most cost-effective tile to tile the play area. You must explain to your
class why you chose that tile.

The prices of the different types of tiles are:

1. 1 m × 1 m = R24,30 per tile
2. 1,5 m × 1,5 m = R31,50 per tile
3. 2 m × 2 m = R48,20 per tile

Work out what the total cost of the project will be.

Create your own model to work out which tile will be most effective.
Remember to choose an appropriate scale for your model when drawing the
play area as part of your planning.

Learners will work in groups to construct a model to work out which tiles will be most
cost effective. Following is an example of the drawing where the scale is 1 cm = 1 m.
WE use ≈ to indicate the equivalence of what it represents.

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12 cm ≈ 12

6 cm ≈ 6 m

Learners will have to choose an appropriate scale to work with, for example
1 centimetre = 1 metre. In that way the learner can work out how many tiles will be
necessary to cover the surface for each tile size.

Tile 1:
1 cm = 1 m

Tile 2:
1,5 cm = 1,5 m

Tile 3:
2 cm = 2 m

When doing a modelling problem, it is important to guide learners’ thinking to take into
account real-life factors which may play a role. Guide learners by asking the following
questions:

x Is the quality of the different tiles the same?

x What other factors will influence your choice of tile, such as can the tiles be
washed and cleaned easily?
x Will the school be able to do the installation itself, or should they let the
professionals come out at an additional cost?
x Are there any other hidden costs? (Think of tile glue for instance.)

Learners should represent their ideas and calculations on a poster. They can then
present their ideas and solutions to the class. You will most likely have that learners
choose different tile options. This creates a good opportunity for class discussions. It
is important to remember that in modelling problems, there is more than one correct
answer. Learners’ reasoning behind their choice is the important aspect which should
be focussed on.
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60 minutes
11
1. Determine the most cost effective choice in the previous modelling problem.
2. Set up the memorandum/rubric on how to mark the modelling problem.

Commentary:
See if you got the answers as follows:
x 1 m × 1m tile: You would need 72 tiles, thus the cost will be R1 749,60.
x 1,5 m × 1,5 m tile: You would need 32 tiles, thus the cost will be R1 008.
x 2 m × 2 m tile: You would need 18 tiles, thus the cost will be R867,60.
Keep your memorandum/marking rubric for use during WIL or in your own teaching.

Now complete the next activity.

90 minutes
12
Use the internet or any other reliable source to do some of your own research on
mathematical modelling. Summarise and apply your findings by completing the
following:

1. What is the main objective of modelling a problem?

2. Develop your own figurative representation of the modelling process to deepen
your own understanding.
3. Create and plan a mathematical modelling problem for area and/or perimeter for
Grade 6 learners. Think of each step of the process and which specific concept
of area/perimeter you want learners to work on.

Commentary:
It is important to use realistic real life situations when you set modelling problems
for your learners. This will help learners to see how mathematics is used in real life
to solve problems. Share your modelling problem with your study group. Be open to
their comments and suggestions. Keep your mathematical problem for use during
WIL or in your own teaching. Revise your mathematical modelling problem after you
have studied paragraph 5 below.

Now that you know how to teach area of irregular shapes, let us have a look at the
relationship between perimeter and area.

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5. RELATIONSHIP BETWEEN PERIMETER AND AREA

To investgate the relationship between perimeter and area of shapes, let your learners
investigate the relationship of rectangles and squares with the same perimeter. Let
them then find the the area of each.

Ask your learners to draw a square with a perimeter of 24 cm. If they struggle with the
task, ask them:

x What do you know about the length of the sides of a square?

x How many sides does a square have?
x Explain to me what perimeter is.
x How can you determine the length of one of the sides of the square if the
perimeter is 24 cm?

Once they are done with drawing a square with a perimeter of 24 cm (side lengths of
6 cm each), ask them to draw a rectangle with a perimeter of 24 cm. If the learners
struggle, you can give a hint by saying the width should be 2 cm for example. Also
hand out quad (square) paper and let them do the drawings on that as it will save time.

For enrichment, you can ask the learners to see how many different rectangles with a
perimeter of 24 cm they can draw. Below are examples of possible answers:

6 cm

4 cm

6 cm 8 cm

2 cm
10 cm

Once the learners have drawn a couple of rectangles, you can ask the following
questions:

x Are the perimeters of the rectangles the same?

x Are the areas of the shapes the same?

Let the learners then determine each shape’s area and ask the following questions:
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x What can you see regarding the area if the length of a side is increasing (getting
longer)?
x Which of your shapes with a perimeter of 24 cm have the biggest area?

The learners will realise that even though the perimeters were the same, the areas are
not the same and that the square will have the biggest area.

What learners learn from this activity is:

x Shapes with the same perimeter, do NOT necessarily have the same area; and
x Shapes with the same area do NOT necessarily have the same perimeter.

What happens to the area of rectangles or squares if the lengths of its sides are
doubled? Let your Grade 6 learners practically investigate the relationship between
perimeter and area of rectangles and squares.

Take a guess before you read the answer given next. (It was briefly discussed in
Mathematics Teaching in the Intermediate Phase 2, I-MAT 312, under Enlargement.)

Given below is a rectangle with dimensions of 2 cm and 1 cm. What happens to the
area once the dimensions are doubled? (Does it imply that the perimeter has also
doubled?)

Determine the area in each case.

2 cm
Area = 2 cm × 1 cm = 2 cm2
1 cm
The
perimeter The area is 4
has doubled. 4 cm times more.

2 cm Area = 4 cm × 2 cm = 8 cm2

Note:
If the lengths of the sides of a rectangle are doubled the area is 4 times more.

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This is also true for squares. Here is an example of a 2 cm by 2 cm square:

There are 2
rows of 2
2 cm squares each.

Perimeter = 2 cm + 2 cm + 2 cm + 2 cm = 8 cm
2 cm There are 4
1 cm × 1 cm
squares. Area = 2 cm × 2 cm = 4 cm2

If the lengths of the sides of the square are doubled, it will be a 4 cm by 4 cm square:

4 cm There are 4 rows The perimeter

of 4 blocks each. has doubled.

Perimeter = 4 cm + 4 cm + 4 cm + 4 cm = 16 cm
4 cm
Area = 4 cm × 4 cm = 16 cm2

There are 16 The area is 4 times

1 cm × 1 cm squares. more.

The darker boarders in the above diagram are a visual representation of the area that
became 4 times more, as there are 4 squares of the original sized square in the new,
bigger square.

To investigate this property, let your learners draw 2 × 2 and 4 × 4 squares as shown
above. Let them show the 1 cm × 1 cm small squared blocks on their larger squares.
They can measure this out with a ruler and draw the lines so that the small squares
inside the shape can be clearly seen. This will assist learners to clearly see the
relationship between the perimeter and the area and the comparison thereof between
the two squares. Let them then calculate and compare the perimeters and the areas
of the two squares.

The idea is that learners must make the conclusion: If the lengths of the sides of a
rectangle are doubled the area will be 4 times more.

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90 minutes
13
1. There are more rectangles with the same perimeter of 24 cm than what were
given previously. Can you find more possible rectangles with a perimeter of
24 cm? Write down the dimensions of as many other rectangles as you can get.

2. Develop your own worksheet for Grade 6 learners to conclude the following:
x Shapes with the same perimeter, do not necessarily have the same area;
and
x Shapes with the same area, do not necessarily have the same perimeter.
(Do not copy the example in the CLG, but create your own example(s) for the
worksheet.)

3. Use labelled diagrams to illustrate how you will use quad paper to show learners
that when the lengths of the sides of a rectangle are doubled the area is 4 times
more.

Commentary:
Here is an example of a two shapes that have the same area, but different
perimeters.

A B

Shape A has a perimeter of 10 cm and an area of 4 cm2, while Shape B has a

perimeter of 8 cm and an area of 4 cm2.

For the following activity you need to read one of your core readings.

120 minutes
14
Read the article from your core reading and answer the questions that follow: Setting
a design challenge: Promoting the discovery of the relationship between area and
perimeter (Hourigan & Leavy, 2020).
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Available online at EBSCOhost permalink:

https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=146163000&sit
e=ehost-live

1. According to the article, why do learners mix up the concept and formulae of area
and perimeter? Do you agree with this notion? Why or why not?
2. When having to explain to their peers what area and perimeter were, the
learners’ first response was to recite the formula. Why would you say it was like
that?
3. Make a list of all the LTSM the teacher used during the lesson.
4. Would you say that the tasks were appropriate? Motivate your answer.
5. Design your own task similar to Task 1-3 the teacher gave her learners in the
article.
6. Name ways in which the tasks provided in the article could have been extended
(for enrichment).

Commentary:
Hourigan & Leavy commented as follows: “This lesson demonstrates that facilitating
mathematical discovery within the context of inquiry and investigation contributes to
the development of learning environments wherein students access and construct
understandings of relatively complex concepts” (2020, p. 33).

Next, we will look at the surface area of cubes and rectangular prisms.

6. TEACHING SURFACE AREA

As you know from I-MAT 312, 3-D objects have 2-D faces. The total surface area is
the areas of all the faces of the 3-D object added together. Here we will show you
how to teach your learners to calculate the total surface area of cubes and
rectangular prisms. Let us start with cubes.

6.1 Total surface area of cubes

Use a concrete example of a cube to remind learners that cubes have six congruent
faces. Remind learners that ‘congruent’ means ‘the same size and shape’ (also see
the properties of a cube in Mathematics Teaching in the Intermediate Phase 2 I-MAT
312, Unit 2, Section 2).

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The six faces

have the
same area.

If learners know the side length of the cube, they can simply multiply the area of one
of the faces by 6 to find the total surface area.

For example, if the side length of the cube is 10 cm, the area of one of the faces will
be: ℓ × ℓ = 10 cm × 10 cm = 100 cm2.
Therefore the total surface area will be: 6 × 100 cm2 = 600 cm2.

Let your Grade 7 learners use this method to calculate the total surface area of various
cubes. Have concrete examples of cubes available to assist their reasoning.
Remember practice makes perfect!

While they practise, walk around and ask questions like the following:

x How many congruent faces does the cube have? Why do you say so? Can
you show me?
x Why is area measured in ‘square units’? Explain in your own words.
x Why do you multiply by 6 to find the total surface area of the cube?

Once learners can calculate the total surface area of cubes, let them then calculate
the total surface area of rectangular prisms.

6.2 Total surface area of rectangular prisms

Use a concrete example of a rectangular prism to show learners the faces of the prism.
Show learners how to draw the ‘net’ of the prism below (as discussed in Mathematics
Teaching in the Intermediate Phase 2, I-MAT 312, Unit 2, Section 2). Like the cube, it
has six faces. In this case, the faces are rectangular but NOT congruent. Show
learners which of the faces are congruent (have the same size and shape).

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In a rectangular prism, three pairs of faces are congruent: The top and the bottom; the
front and the back; and the 2 side faces. This is shown below:

BACK

Length TOP
= 15 cm Congruent faces:
Width
= 10 cm x FRONT and BACK
TOP LEFT SIDE FRONT RIGHT SIDE x TOP and BOTTOM
x LEFT SIDE and
SIDE RIGHT SIDE (the two
FRONT Height sides faces)
BOTTOM
= 6 cm

Show learners then HOW to calculate the surface area of the prism. The areas of all
the faces of the prism must be added together. Explain every step. Refer to the
concrete model to explain. In the prism above, the front length (width) is 10 cm, the
side length or width is 15 cm and the height is 6 cm. Also remind learners that area is
always measured in square units.

Surface area = 2 × FRONT areas + 2 × TOP areas + 2 × SIDE areas

= 2(10 × 6) cm2 + 2(15 × 10) cm2 + 2(15 × 6) cm2
= 2 × 60 cm2 + 2 × 150 cm2 + 2 × 90 cm2
= 120 cm2 + 300 cm2 + 180 cm2
= 600 cm2

Let learners then do the calculation of the surface area on their own. Ask and answer
questions to ensure that learners understand how to calculate the surface area of the
prism.

HINT: Allow struggling learners to work out the areas of the 2 × FRONT, 2 × TOP and
2 × SIDE separately before they add them together to find the total surface area.

Give learners then a number of examples to do on their own. Check that they
understand the steps and can do the calculations correctly.

90 minutes
15
1. Use an example to prove the statement: ‘Shapes with the same area do not
necessarily have the same perimeter’.

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2. Use your own examples to show how you will explain to learners how to calculate
the total surface area of the following 3-D objects:
x Cube; and
x Rectangular prism.

Include labelled diagrams in your explanation.

Commentary:
Share your ideas with your study group. Be open to their comments and
suggestions. Keep your examples and ideas from others for use during WIL and in
your own classroom.

Section 2 was all about perimeter and area. In Section 3 we will discuss appropriate
assessments for learners to reason about measurement of length, perimeter and area.
We will also identify certain aspects where learners may experience barriers to the
measurement of length, perimeter and area.

SECTION 3: ASSESSMENT OF LENGTH,

PERIMETER AND AREA

1. INTRODUCTION
In the following Section, we will look at assessments that can be given to learners on
the topic of measurement of length, perimeter and area. You are more than welcome
to use similar assessments in your mathematics classroom.

In the Intermediate Phase, there are various assessment tools which we can use. For
example, worksheets, investigations, projects, tests and examinations (refer to
I-MAT 120, Unit 2, Section 4). When choosing an assessment tool, it is important to
reflect on your objective for the assessment. The assessment tool that you choose
should also be appropriate for the subject area which is being assessed.

2. WORKSHEETS
The following are suggested worksheets for Grades 4 – 7 on measurement of length.

2.1 Grade 4 worksheets

TOPIC: Perimeter and area

The given letters are built up of squares.

1. Find the perimeter of each letter.
2. Find the area of each letter
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3. Find the total area of the word ‘HUT’ (as shown below) in square units

Perimeter of letter H: Perimeter of letter U: Perimeter of letter T:

____ units ____ units ____ units
Number of little Number of little Number of little
squares in letter H: squares in letter U: squares in letter T:
____ units ____ units ____ units
Area of letter H: Area of letter U: Area of letter T:
____ square units ___ square units ____ square units

Total area of the letters in ‘HUT’ = ____ + ____ + ____ square units
= _____ square units

Note: Area is always measured in square units. Therefore the answer must be given
in square units.

HINT: Let your Grade 4 learners who still need more concrete experience with area,
first build the letters given in the worksheet with 1 cm x 1 cm squares. How to let them
do this was explained in the concrete level activities above. Let them then draw the
letters as they build it in their class workbooks before they answer the worksheet
questions.

90 minutes
16
Create worksheets for Grade 4 and Grade 5 learners where they practically need to
measure the length of certain things and then answer questions on it. Also add a
question where they need to make use of conversions in order to get to the answers.
Remember to provide a memorandum.
Consult the mathematics curriculum to see the requirements for each grade:
Department of Basic Education (DBE). (2011a). Curriculum and Assessment
Policy Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government
Printers. Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements
(CAPS)/CAPSIntermediate.aspx

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Commentary:
Share your worksheets with your study group. Be open to their comments and
suggestions. Keep your worksheets for use during WIL and in your own teaching.

2.2 Grade 6 worksheets

Look at the next examples of Grade 6 worksheets – the second one was designed as
an assessment.

TOPIC: Perimeter and area GRADE 6

Calculate the perimeter and area of the following figures:

1. 8 cm A rectangle is given.

Perimeter = ___________________
5 cm
___________________
Area = ___________________
___________________
10 mm
2. A square is given.

Perimeter = ___________________
10 mm ___________________
Area = ___________________
___________________

3. 1m A rectangle is given.

Perimeter = ___________________
500 mm ___________________
Area = ___________________
___________________

Note: In question 3, the learners first need to convert the 1 m to 1 000 mm before they
can determine the perimeter and area.

Word problems based on real-life, should always be part of assessments. See the
Grade 6 worksheet based on word problems below.

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TOPIC: Perimeter and area GRADE 6

You may work in pairs. Answer the following questions. Show all your calculations.

1. A vegetable farmer wants to divide his land into sections to plant 4 different types
of vegetables. He has 120 m2 of land available. The 4 pieces of land should be
in the form of a square or rectangle, but cannot be the same size.
1.1 You need to help him with his planning. Set up a diagram (drawing) where
you make suggestions on the different sizes of the 4 sections.
Note: Although the diagrams do not have to be drawn to scale, they must
be neat and labelled.
1.2 Indicate the area of each section.
1.3 To ensure that his sheep do not eat the vegetables, the land should be
fenced. Determine the length of wire needed if the fence only consists of 1
wire.

2. A sheep farmer has a total of 100 m of chicken wire to fence a new camp for his
sheep. Determine the biggest area that the camp can have if he uses the entire
100 m of chicken wire.

You are now ready to complete the next activity.

60 minutes
17
Set up the memorandum/rubric for the above Grade 6 assessment on perimeter and
area. There may be different answers for question 1 – make provision for these in
the memorandum. Clearly show the marks allocation.

Commentary:
It is important to include different answers/options in the memorandum if this is
applicable. Compare your memorandum/rubric with the peers in your study group.
Be open to their comments and suggestions.

2.3 Grade 7 worksheets

Consider the following Grade 7 worksheet which was used as test questions.

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TOPIC: Surface area GRADE 7

1. Determine the surface area (amount of cardboard used to build this) of the
triangular prism. The triangle is an equilateral triangle. (The diagram is not to
scale.) Show all your calculations.

3 cm 12 cm

8 cm
2. How many triangular prisms of the above dimensions can be made from a 1 600
cm2 piece of card board? Show all your calculations.

Now do Activity 18.

180 minutes
18
Answer the following questions:

1. Set up the memorandum for the above Grade 7 test questions on surface area.
2. Create your own Grade 7 test on surface area using real-life situations and word
problems. Supply the memorandum.

Commentary:
Compare your memorandum and test with the peers in your study group. Be open
to their comments and suggestions. Keep your test questions for use during WIL or
in your own teaching.

Now that you have more experience on worksheets and setting test questions, let us
have a look at examples of investigations.

3. INVESTIGATIONS
“Investigation promotes critical and creative thinking. It can be used to discover rules
or concepts and may involve inductive reasoning, identifying or testing patterns or
relationships, drawing conclusions, and establishing general trends” (DBE, 2019).
When your learners are doing investigations, it is recommended that whilst initial
investigation could be done at home, the final write-up should be done in class, under
supervision, without access to any notes (DBE, 2019).
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Investigations are assessed with rubrics, which can be specific to the task, or generic,
listing the number of marks awarded for each skill, for example:

x Organising and recording ideas and discoveries using, for example, diagrams
and tables;
x Communicating ideas with appropriate explanations;
x Calculations showing clear a understanding of mathematical concepts and
procedures; and
x Generalising and making conclusions (DBE, 2012, p. 103).

Following is an example of a Grade 6 investigation and its memorandum as proposed

by the Department of Education (DBE, 2012, pp. 103–109).

Grade 6 investigation exemplar

Duration: 60 minutes

NB:
1. The teacher must ensure that learners are given grid paper to draw their
shapes.
2. Learners use the rubric on the last page as a checklist in order to ensure that
you have completed each activity as required. This checklist will also assist
you to obtain a good score for this assessment task if you follow all the
instructions and answer all questions carefully.

TOPIC: Relationship between the area and perimeter of squares and rectangles.

INVESTIGATION OBJECTIVE: In this investigation you will discover the

relationship between the area and perimeter of squares and rectangles.

1. Draw at least two different rectangles on 1 cm squared paper with the same
perimeter of 16 cm.

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1.1 Does the area remain the same? _______________________

1.2 Would you be able to draw different squares, all with the same perimeter?
__________________________________________________________

1.3 Draw a square with an area of 4 square centimetres. Record the perimeter.

Perimeter = _______________

2. Use a piece of 1 cm squared paper to draw these shapes:

2.1 A square A with sides 4 cm.

2.2 A rectangle B with a length of 8 cm and a width of 2 cm.

2.3 Enlarge the square by doubling the measurement of each side.

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2.4 Enlarge the rectangle by doubling the measurement of each side.

2.5 What happens to the perimeter and the area of the shapes after they have
been doubled?
__________________________________________________________
__________________________________________________________

2.6 Reduce a square by halving the measurement of each side.

2.7 Reduce a rectangle by halving the measurement of each side.

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2.8 What happens to the perimeter and the area of the shapes after they have
been reduced?
__________________________________________________________
__________________________________________________________

Here follows the rubric for the investigation (DBE, 2012, p. 108):

GRADE 6 INVESTIGATION EXEMPLAR: MARKING GUIDE

RUBRIC

Criteria 4 3 2 1 0
Drawing Rectangle Rectangle Rectangle The diagram No diagram
rectangle with drawn with 16 drawn with drawn with drawn is not a drawn.
perimeter of 16 cm perimeter, 16 cm incorrect rectangle.
cm clearly labelled perimeter. perimeter.
units and
sides.
Drawing of A square A square A square The diagram No diagram
square with an drawn with an drawn with an drawn with drawn is not a drawn.
area of area of 4 cm2, area of incorrect square.
4 cm2 clearly labelled 4 cm2. area.
units and
sides.
Drawing of a Square and Square and Square and The diagrams No diagram
square and a rectangle rectangle rectangle drawn are not drawn.
rectangle. drawn with drawn with drawn with a rectangle
correct correct incorrect and a square.
dimensions, dimensions. dimensions.
clearly labelled
units and
sides.
Communicating A clear A reasonable Any logical An explanation No
the findings for description of description of explanation is incorrect. explanation
doubling the what happens what for the provided.
area and to the happens to doubling of
perimeter. perimeter and the perimeter area and
the area of the and the area perimeter.
shapes after of the shapes
they have been after they
doubled. have been
doubled.
Communicating A clear A reasonable Any logical An explanation No
the findings for description of description of explanation is incorrect. explanation
reducing the what happens what for the provided.
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area and to the happens to reducing of

perimeter. perimeter and the perimeter area and
the area of the and the area perimeter.
shapes after of the shapes
they have been after they
reduced. have been
reduced.
TOTAL = 20 MARKS

Following is an example of an investigation and its rubric on measuring perimeter and

area with the use of a tangram. You learned about the tangram in the previous module,
Mathematics Teaching in the Intermediate Phase 2 (I-MAT 312). Keep in mind that
spaces for answers were omitted. When giving this investigation to your Grade 7
learners, insert enough space so that they can answer the questions on the worksheet.

INVESTIGATION Grades 7 (70 marks)

TOPIC: Perimeter and area

A tangram is a very old and popular set of seven puzzle shapes which originated in
China. The seven tangram pieces are cut from a square. All the triangles are
isosceles triangles (two sides are the same length).

(Le Hanie, 2020)

1. Draw your own tangram on an A4 paper. Look at the example given above.
Each side of the big square should be 16 cm. Make sure you work as
accurately as possible. Attach your drawing to your investigation. (8)

2. Determine the perimeter of the square. (You may measure it). (2)

3. Determine the area of the square. (4)

4. Draw another tangram as instructed in question 1. Cut out the seven pieces.

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5. Build a triangle using all seven pieces and draw your results in the given
space. The drawing does not need to be to scale, but it still needs to be in
proportion. (4)

6. Determine the perimeter of the triangle you built and not the one you drew. (4)

7. Determine the area of the triangle you built. (5)

8. Draw a second tangram on an A4 paper. The length of each side of the second
tangram should be half of the original tangram. Attach the drawing to the
investigation. (8)

9. Determine the perimeter of the second tangram. (3)

10. Determine the area of the second tangram. (4)

11. Compare your answers of the perimeters of the two squares. What do you
see? (4)

12. Compare your answers of the areas of the two squares. What do you see? (3)

13. If you need to build a triangle using all seven pieces of the second tangram,
what do you think the
13.1 perimeter will be? Give a reason for your answer. (3)
13.2 area will be? Give a reason for your answer. (3)

14. Determine the perimeter and area of the triangle made from the second
(smaller) tangram. Show your calculations. (9)

15. Make a conclusion based on the perimeters and areas of the first tangram’s
square and triangle. (6)

TOTAL : 70 MARKS

Following is a possible rubric and memorandum for the investigation above. Please
note the marks allocation.

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INVESTIGATION Grades 7 (70 marks)

Memorandum and Rubric
TOPIC: Perimeter and area

A tangram is a very old and popular set of seven puzzle shapes which originated in
China. The seven tangram pieces are cut from a square. All the triangles are
isosceles triangles (two sides are the same length).

(Le Hanie, 2020)

1. Draw your own tangram on an A4 paper. Look at the example given above.
Each side of the big square should be 16 cm. Make sure you work as accurately
as possible. Attach your drawing to your investigation. (8)

Assessment
4 3 2 1 0 Mark
criteria
Correctness All the Three Two sides One side None of
of drawing of sides of sides of of the of the the sides
the big the big the square square are square is is 16 cm.
square. square are are 16 cm. 16 cm. 16 cm.
16 cm.

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Correctness All of the At least Two of the Only one None of

of drawing of five three of triangles of the the
the different triangles the are triangles is triangles
triangles. are triangles isosceles an are
isosceles are triangles. isosceles isosceles
triangles. isosceles triangle. triangles.
triangles.
Comment: A deviance (margin of error) of 2 mm to either side will be allowed. E.g. 15,9
mm and 15,8 mm will be allowed, but not 15,7 mm or less. Similarly, 16,1 mm and 16,2
mm will be allowed, but not 16,3 mm or more.

2. Determine the perimeter of the square. (You may measure it). (2)

Perimeter of a square = 4 × length

= 16 cm + 16 cm + 16 cm + 16 cm
= 649cm 9

3. Determine the area of the square. (4)

Area of a square = ℓ × ℓ (or ℓ × w) 9

= 16 cm × 16 cm 9
= 2569 cm2 9

4. Draw another tangram as instructed in question 1. Cut out the seven pieces.

5. Build a triangle using all seven pieces and draw your results in the given
space. The drawing does not need to be to scale, but it still needs to be in
proportion. (4)

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Assessment 4 3 2 1 0 Mark
criteria
Correctness The triangle The triangle The
of drawing was built and was built learner
of the drawn correctly but could not
triangle. correctly in not drawn to build and
proportion. proportion. draw the
triangle.

6. Determine the perimeter of the triangle you built and not the one you drew. (4)

Perimeter of a triangle = sum of all sides 9

= 32 cm + 22,7 cm + 22,7 cm 9
= 77,49cm 9

Note: Adapt the memorandum according to the allowed deviance

(margin of error) when measuring.

7. Determine the area of the triangle you built. (5)

Area of triangle = × b × Aℎ 9
9
= × 329cm ×16 cm
= 2569cm2 9

8. Draw a second tangram on an A4 paper. The length of each side of the second
tangram should be half of the original tangram. Attach the drawing to the
investigation. (8)

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Assessment
4 3 2 1 0 Mark
criteria
Correctness All the Three Two sides One side None of
of drawing sides of sides of of the of the the sides
of the big the big the square square are square is is 8 cm.
square. square are 8 cm. 8 cm. 8 cm.
are 8 cm.
Correctness All of the At least Two of the Only one None of
of drawing five three of triangles of the the
of the triangles the are triangles is triangles
different are triangles isosceles an are
triangles. isosceles are triangles. isosceles isosceles
triangles. isosceles triangle. triangles.
triangles.
Comment: A deviance (margin of error) of 2 mm to either side will be allowed. E.g. 7,9
mm and 7,8 mm will be allowed, but not 7,7 mm or less. Similarly, 8,1 mm and 8,2 mm
will be allowed, but not 8,3 mm or more.

9. Determine the perimeter of the second tangram. (3)

9
Perimeter of a square = 4 × length (or sum of all sides)
= 8 cm + 8 cm + 8 cm + 8 cm
9
= 32 cm 9

10. Determine the area of the second tangram. (4)

Area of a square = ℓ × ℓ (or ℓ × w) 9

= 8 cm × 8 cm 9
= 649cm2 9

11. Compare your answers of the perimeters of the two squares. What do you
see? (4)

x The first square has a perimeter of 64 cm and the second square has a
perimeter of 32 cm.
x The perimeter of the second square is half of the perimeter of the first square.
x The perimeter of the second square is half of the perimeter of the first square,
because every side of the second square was half of the first square.
x In other words: If the length of the sides are half of the original shape, the
perimeter of the shape will also be half of the original shape.

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Assessment
4 3 2 1 0 Mark
criteria
Correctness The learner The The The learner The
of realised that learner learner attempted to learner
comparison. if the length realised only refers make a did not
of the sides the second to the comparison, answer
of the perimeter perimeters but it is the
second is half of as 64 cm illogical question.
square are the first and 32 and/or
half of the perimeter. cm. irrelevant.
length of the
first square,
the
perimeter of
the second
square will
also be half
of the
perimeter of
the first
square.

12. Compare your answers of the areas of the two squares. What do you see? (3)

The area of the first square is 256 cm2 while the area of the second square is
64 cm2.

256 cm2 ÷ 64 cm2 = 4

Thus, the area of the first square is 4 times the area of the second square.

Assessment
3 2 1 0 Mark
criteria
Correctness The learner The learner The learner The learner
of realised the only refers to attempted to did not
comparison. first area is 4 the areas as make a answer the
times more 256 cm2 and comparison, question.
than the 64 cm2. but it is
area of the illogical
second and/or
square. irrelevant.

13. If you need to build a triangle using all seven pieces of the second tangram,
what do you think the:
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13.1 Perimeter will be? Give a reason for your answer. (3)

The perimeter will be 38,7 cm.

The perimeter of the second triangle will be half of the perimeter of the first
triangle, as the sides are half of the first triangle.

Assessment
3 2 1 0 Mark
criteria
Correctness The learner The learner The learner The learner
of prediction has the has the has the did not
of perimeter. correct correct correct answer the
answer as answer. perimeter; question.
well as the There is an 38,7 cm. (See
correct attempt at a the comment)
reasoning. reason, but it
is illogical
and/or
irrelevant.
Comment: Adapt the memorandum according to the allowed deviance (margin of error) when
measuring.

13.2 Area will be? Give a reason for your answer. (3)

The area of the second triangle will be 256 cm2 ÷ 4 = 64 cm2 as the area
of the first triagnle is 4 times more than the area of the second triangle.

Assessment
3 2 1 0 Mark
criteria
Correctness The learner The learner The learner The learner
of prediction has the has the has the did not
of area. correct correct correct area; answer the
answer as answer. 64 cm2. question.
well as the There is an
correct attempt at a
reason. reason, but it
is illogical
and/or
irrelevant.

14. Determine the perimeter and area of the triangle made from the second
(smaller) tangram. Show your calculations. (9)

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Perimeter of a triangle = sum of all sides

9
= 16 cm + 11,4 cm + 11,4 cm 9
9
= 38,8 cm 9

Area of triangle = × b × Aℎ 9
9 9
= × 16 cm ×8 cm
= 64 9
cm 9

Note: Adapt the memorandum according to the allowed deviance (margin of error)
when measuring.

15. Make a conclusion based on the perimeters and areas of the first tangram’s
square and triangle. (6)

The perimeter of the square is 64 cm and the perimeter of the triangle is

77,4 cm.
The perimeters are not the same as the pieces of the puzzle are more ‘spread
out’ when the triangle was built.

The area of the square is 256 cm2 and the area of the triangle is 256 cm2. As all
seven pieces were used for both shapes, the area did not change.

Thus, if different shapes have the same area, their perimeters might be different.

Assessment
3 2 1 0 Mark
criteria
Conclusion The learner The learner The learner The
regarding mentions the mentions the mentions the learner did
perimeters. correct values. correct values. correct not
The learner The learner values, but answer
made the attempted to there is no the
correct make a conclusion. question.
conclusion. conclusion but
it is illogical
and/or
irrelevant.

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Conclusion The learner The learner The learner The

regarding mentions thementions the mentions the learner did
areas. correct values.
correct values. correct not
The learner The learner values, but answer
made the attempted to there is no the
correct make a conclusion. question.
conclusion. conclusion but
it is illogical
and/or
irrelevant.
Comment: Adapt the memorandum according to the allowed deviance (margin of
error) when measuring.

TOTAL: 70 MARKS

We hope that this unit assisted you in the understanding of the integration of
knowledge and skills to teach length; the using of a wide range of skills and methods
to teach perimeter and area; and given you exposure to a selection of appropriate
types of assessment on measurement of length.

Before you go on, reflect on what you have learnt so far and complete the self-
assessment activity.

60 minutes

19
Self-assessment activity: Unit 1

If your answer is UNSURE or NO on any of the criteria, go back to the relevant

section to study it again.

Now that I have worked through this unit, I YES UNSURE NO

can:
Explain how to Introduce measuring of length
by using non-standardised units.
Desribe how to skilfully facilitate measuring of
length using standardised units.
Confidently and competently teach conversion
between different units of length.

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Discuss how to provide situations for learners

to extend knowledge on length through word
problems.
Describe how to introduce the differences
between 1-D, 2-D and 3-D.
Explain how to use a wide range of skills to
teach area and perimeter.
Confidently and competently facilitate the
application of area and perimeter in a real-life
context.
Discuss how to skilfully facilitate learners to
determine surface area of 3-D objects.
Develop and provide appropriate assessments
for learners to reason about measurement of
length, perimeter and area.
Explain how to Identify and support learners
with barriers to measurement of length,
perimeter and area.

In the next unit, we will focus on the measurement of mass, capacity and volume.

UNIT 2: MEASUREMENT OF MASS, CAPACITY

AND VOLUME

1. INTRODUCTION
Section 1 of this unit focuses on the measuring of mass, using both non-standardised
units as well as standardised units. It empowers you to confidently and competently
teach conversions between different units of mass as well as providing situations for
learners to extend their knowledge through word problems.

In Section 2 the focus falls on capacity and volume, but before you can teach it, you
yourself must understand the difference between capacity and volume. This section
also focuses on the measuring of capacity, using both non-standardised units as well
as standardised units. It empowers you to confidently and competently teach
conversions between different units of capacity as well as providing situations for
learners to extend their knowledge through word problems.

In the last section, Section 3, you will be guided to provide appropriate assessments
for learners to reason about measurement of mass, capacity and volume. This will

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empower you to be able to support learners with barriers to measurement of mass,

capacity and volume.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2

Unit 2 consists of the following three sections and learning outcomes:

UNIT 2
MEASUREMENT OF MASS,
CAPACITY AND VOLUME

SECTION 1 SECTION 2
Mass Capacity and volume

Learning outcomes: At the end of Learning outcomes: At the end of

this section, you should be able to: this section, you should be able to:
x Explain how to introduce x Define key concepts relating to
measuring of mass by using non- capacity and volume.
standardised units. x Explain how to introduce
x Describe how to skilfully facilitate measuring of capacity by using
measuring of mass using non-standardised units.
standardised units. x Describe how to skilfully facilitate
x Confidently and competently measuring of capacity using
teach conversion between standardised units.
different units of mass. x Confidently and competently
x Develop and provide situations for teach conversion between
learners to extend knowledge on different units of capacity.
mass through word problems. x Develop and provide situations for
learners to extend knowledge on
capacity and volume through word
problems.

SECTION 3
Assessment of mass, capacity and volume

Learning outcomes: At the end of this section, you should be

able to:
x Develop and provide appropriate assessments for learners
to reason about measurement of mass, capacity and
volume.
x Discuss how to identify and support learners with barriers
to measurement of mass, capacity and volume.

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SECTION 1: MASS

1. INTRODUCTION
In Section 1 we will focus on the measuring of mass by using both non-standardised
and standardised units as well as the conversion between the different units of mass.
It is also important that you are guided in HOW to teach these to Intermediate Phase
learners.

There is a difference between mass and weight. Van de Walle et al. (2010, p. 382)
explains the difference as follows: “Weight is a measure of the pull or force of gravity
on an object. Mass is the amount of matter in an object and a measure of the force
needed to accelerate it”. The weight of the same object will thus be different on
different planets, as it depends on the force of gravity, but mass stays the same
everywhere.

Weight is measured in newtons (N) and mass in grams and kilograms (Naudé & Meier,
2015). Mass is the concept that will be developed in the Intemediate Phase, but if your
learners sometimes still confuse these concepts it is not serious at this stage. We still
talk about ‘weighing’ objects – although we are actually finding the mass of the objects.
It is incorrect to say ‘the cake weighs 3 kg’ as weight is a force and is not measured in
kilograms (Luneta, 2014). However, we still talk in that way, saying “I weigh 50 kg”.
You can assist learners a lot in forming the correct concepts if you, the teacher, make
sure you always use the correct mathematical language.

Measurement of mass refers to how ‘heavy’ or how ‘light’ an object is. The units for
mass are standardised like the S.I. units for length. This means that they represent
the same measure anywhere on Earth. The S.I. unit for mass is kilogram (kg). In the
Intermediate Phase grams (g) and kilograms (kg) are used to measure mass.

Grades 4 to 6 learners must be able to:

x Measure mass by estimating, measuring, recording, comparing and ordering

using:
o Grams (g); and
o Kilograms (kg).

Now it is your turn. Complete the next activity.

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120 minutes
20
Refer to Unit 1 of this module and study the steps for introduction and instruction of
measurement.

1. Rewrite and summarise the steps in your own words in a paragraph form.
2. As you summarise and reflect on the steps, indicate how you think mass can be
taught using these steps by explaining practical examples.

Commentary:
The same steps used for the introduction and instruction of measuring length can
be used for measuring mass. Teaching from the concrete to the abstract and
developing learners’ estimation skills is also important.

Like with length, teaching mass must start with non-standard units to measure mass.

2. USING NON-STANDARDISED UNITS TO MEASURE

MASS
It is common in the primary grades for measurement to be introduced by the use of
non-standardised units. In the upper grades, it is not so common. The use of non-
standardised units for beginning measurement activities are beneficial at all grade
levels for the following reasons (Van de Walle et al., 2010, p. 372):

x Non-standardised units make it easier to focus directly on the attribute being

measured.
x The use of non-standardised units can avoid conflicting objectives in the same
beginning lesson.
x Non-standardised units provide a good basis for the understanding of standard
units.

Let us look at how lessons can be introduced with non-standardised units in the
Intermediate Phase and Grade 7.

When comparing the mass of two objects, you can hold one in each hand, extend your
arms and experience the downward pull of each – also experiencing what ‘heavier’
means. Van de Walle et al. (2010) refer to doing this as the most conceptual way to
compare the mass of objects.

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Class activity 1

Divide your learners into groups. Let them use their hands to ‘feel’ the mass of
objects. Give learners a variety of everyday objects that they must compare in terms
of ‘heavy’ and ‘light’. Collect the objects that you want to use for the activity
beforehand. Make sure that the objects cover a range from ‘heavy’ to ‘light’. Any
objects can be used. You can also ask your learners to bring objects from home. Some
objects that you can use are shown below. Make sure that all learners are involved
and participate actively in the activity.

(Gerald_G, n.d.) (maweki, n.d.) (Peileppe, n.d.) (laurianne, n.d.) (Anon, n.d.e) (johnny_automatic, n.d.)

Figure 11 Objects to use in activities

Let learners arrange the objects from lightest to heaviest and vice versa. Let them
physically put the objects in a row. Let them discuss the fact that an object’s size can
sometimes be misleading. It could look heavier or lighter than it is. The largest object
is not necessarily the heaviest!

The measurement of mass dates back to the Egyptian times. The oldest type of mass
meter like a balancing scale was found in Pakistan and is traced back to 2000 BC.

Figure 12: Egyptian balancing scale

(Hunefer, 1275 BCE)

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Look at the next practical example of how this ancient way of measuring mass can be
done in your class.

Class activity 2

Use a wire-hanger balance to ‘balance objects out’ in order to find out which
objects are ‘heavier’ than others. Make a balance by using a wire hanger and two
empty 500 g yoghurt or margarine containers. You can even substitute the containers
with shopping plastic bags. Fasten the containers to each end of the hanger. Use
string to do this. Make sure that the containers will not shift. Wind tape around the
point where the string and hanger connect.

Hang the wire hanger balance from a doorknob or hook in the classroom.

5. Hang on a This side is

hook or door lighter – it
knob. goes up.
1. Use a wire
hanger.
4. Tape the
string to the This side is
hanger. 2. Use empty heavier – it
yogurt goes down.
containers.

3. Use string
to fasten the
containers.

Figure 13: A wire-hanger balancing scale

(SANTS, 2020)

Let learners follow the sequence of estimation, perform the measuring action and then
discuss the results. The idea is that learners must compare the masses of different
objects. The more learners estimate, the more skilled they will become to make more
accurate estimations.

Let learners solve problems in a practical manner, for example: How many pencils will
balance the orange?

Allow the learners to verify their estimate practically by adding pencils until the self-
made balance is in equilibrium (is balancing). Let your learners record their results in
a table. Draw the table on the chalkboard. Explain clearly what learners are expected
to write in each column.

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Object(s) Estimated mass (in pencils) Measured mass (in pencils)

Two rulers 4 pencils 3 pencils
Eraser 1 pencil 1 pencil
Orange 5 pencils

You and your learners can choose any non-standard measuring unit, such as match
boxes, marbles, or even ‘Chappies’ chewing gum as ‘non-standard’ measures. There
are two conditions when using non-standard measuring units. The first condition is
that the chosen unit’s different pieces must be equal in mass. You cannot for instance
make use of 2 different sizes of marbles – all the marbles need to be roughly the same.
The second condition is that the learners must have enough of these ‘non-standard
units’ so to balance with when they ‘weigh’ the different items on the one side of the
balance against a number of non-standard units on the other side.

Let them ‘weigh’ (measure the mass of) at least 5 items in the classroom against the
chosen unit of measure. Let them compare the masses of the items that they have
‘weighed’ (measured). Doing comparisons of the attribute (mass) enables learners to
focus on the mass of the objects.

Ask learners questions such as:

x HOW will you describe mass?

x What does it mean to measure the mass of something?
x Which is the best measuring unit to use?
x How accurate were the measurements of mass?
x Why must measurements be accurate?
x Why do we need standardised units to measure mass?

120 minutes
21
1. You have prepared the LTSM, shown below, for a lesson on mass. Explain how
you will teach non-standardised units of mass, using the LTSM.

2. Look at the given two scales and answer the questions:

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(Van de Walle, Karp, Bay-Williams & Wray, 2013, p. 267)

Blue ball
Red cube

Green cylinder

2.1 Which shape has the smallest mass? Explain your answer.
2.2 Which shape has the greatest (biggest) mass? Explain your answer.

3. Look at the given two scales. What will balance 2 spheres? Explain your
reasoning.

(Van de Walle et al., 2013, p. 267)

4. Use the images of the scales in questions 2 and 3 or create your own scales
with mass pieces and set an enrichment task with memorandum for
Grade 6 learners about mass. Share the task with your peers in the study
group. Do not only use the questions above – add your own questions.
Commentary:
It is important that you have enrichment activities for learners that grasped the
concepts quickly. Always be prepared. It will prevent them from getting bored in
your class.
Answers:
2.1 Red cube
2.2 Green cylinder
3. One green cylinder
Reason with your peers regarding the answers of questions 2 and 3, especially if
you did not have the correct answers.

Next, let us look at standardised units of mass in more detail.

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3. USING STANDARDISED UNITS TO MEASURE MASS

The development of the understanding of non-standardised and standard units are
equally important, but standardised units allow people to communicate the mass of
objects in ways that are consistently understood (Ontario Curriculum and Resources,
2020). Even though children learn the concept of heavier and lighter rather early, the
concept of units of mass is a bit more challenging (Van de Walle et al., 2010).
Therefore, it is important that the learners at any grade level, experience informal units
of mass as preparation for standard units and scales, even if it is brief.

The use of standard units at all grade levels are important for the following reasons:

x Knowledge of standard units is an essential objective of any measurement

programme. Learners must not only develop a familiarity with standard units
but must also understand appropriate relationships between them.
x Once a measuring concept is fairly well-developed, standard units can be
effectively introduced. Learners should have rich experiences with standard
units to develop familiarity with them (Van de Walle et al., 2010, p. 372).

3.1 Introduce standard units to measure mass

Milligrams, grams and kilograms are units used to measure mass. The unit chosen for
measurement will depend on what is being measured and how accurate the
measurement is expected to be.

The mass of heavier objects will be measured in kilograms and the mass of lighter
objects will be measured in grams or even milligrams. Study the table given next.

Quantity measured Unit Symbol Relationship

milligram mg 1 000 mg = 1 g
Mass gram g 1 g = 1 000 mg
kilogram kg 1 kg = 1 000 g

You should explain to learners that the units of mass are, like the units of length,
related in powers of ten.

3.2 Use standardised units to measure mass

Luneta (2014) recommends that learners should develop a feel for a one kilogram
mass. This may enhance their skill to estimate the mass of objects before ‘weighing’
the objects. A one litre plastic bottle filled with water has a mass of approximately one
kilogram. This is an object/quantity which most learners would be familiar with (Luneta,
2013). Let them use this to get a feel of a mass of one kilogram. Learning about mass,

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using household products and groceries, brings the learning into the learners’ life
world.

Bring a few groceries to school. Make sure that the mass is clearly marked on the
packets or on the tins. Allow the learners to hold the objects and not only learn about
heavier and lighter, but also link these concepts to standardised units of mass. Let
them see, touch and experience the concepts of mass that they are learning. Allow
them first to handle the products and decide on heavy, light, heavier, lighter, heaviest
and lightest.

Let them then read the mass indication on the products, so that they can link these
concepts to standardised units of mass. Ask questions and give instructions for
comparing and ordering the products according to their mass.

Learners should use mass measuring instruments to determine and confirm the mass
of various products. In the Intermediate Phase learners must be able to measure mass
by using bathroom scales and kitchen scales. Your learners can also use a spring
balance to find the mass of products. How to use a spring balance is shown next.

1. Hold the
spring balance or
hang it from a
higher level.
2. The spring
balance must
hang freely

4. Read the mass of

3. Hang the the object on the
object that balance.
you ‘weigh’
here.

(Knott, 2005) (Chalupský, 2008)

Figure 14: Spring balance

The learners need to be able to use analogue (mechanical) and digital scales to
measure mass. When finding the mass of the products, ensure that your learners first
check that the analogue scale is showing 0 when the scale pan is empty. This is very
important! If learners do not check this, the reading for what they are measuring will
not be correct. Remember – all measurements must always start with 0!

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WORKSTATIONS ARE THE SOLUTION!

If it is not possible for you to get hold of enough scales for each group to use, set up
a workstation where groups can take turns to find the mass of the products.

(Anon., n.d.a) (Anon., n.d.c) (Dvortygirl, 2011)

Figure 15: Analogue bathroom and kitchen scales

Digital scales are nowadays more common than analogue scales. When using a digital
scale, make sure the setting is in grams and kilograms and not in pounds and ounces.
Do not only make use of digital scales, as the learners need to develop the skill to read
the correct values from an analogue scale as well.

(Anon., n.d.b) (Grant, 2019)

Figure 16: Digital bathroom and kitchen scales

Class activity 3

Set up six workstations beforehand. Divide your class into six groups. The ideal
situation is to have a kitchen scale or a spring balance for each group. Make use of
digital as well as analogue kitchen scales. It is important for learners to experience this
practically. Let your learners also bring some scales from home if they can. Ask them
to bring the scales beforehand so that you can be sure to have these available when
you need to use them.

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Let each group write down the masses of the products that they ‘weigh’. Here is an
example of a table they can use to record their results.

Indicated mass Actual mass Actual mass

Product
(on packet/tin) (digital scale) (analogue scale)
Cake flour 1 kg 0,98 kg 1 kg
Coffee 100 g 103 g 102 g
Fish 85 g
Tea 250 g

Discuss this activity with your learners. Guide them to compare the indicated
masses (as shown on the packets or tins) with the actual masses of the products.
Is it always exactly the same? Can you explain why not? Discuss the possible
difference when comparing the analogue and digital readings. What is causing the
possible difference?

When learners have mastered measuring mass on a concrete level, let them then
move on to the semi-concrete level.

3.3 Use pictures to show products with different masses

Instruct learners to cut out pictures of products showing different masses from
brochures, newspapers or magazines and then arrange them from lightest to heaviest.
(Alternatively they can use any other logical arrangement, such as less than 500 g or
more than 500 g.)

Ask learners questions like:

x How did you do your arrangement?

x How many grams are in a kilogram?
x Which is the heaviest product? How do you know?
x Which is the lightest product? How do you know?

90 minutes
22
1. Prepare a worksheet suitable for Grade 5 learners on ‘using standardised units
to measure mass’. Keep this for future use during WIL and in your classroom.
The worksheet should provide for the following:
x Learning on a concrete level.
x The mass of different products should be estimated and determined by
weighing.
x Proper record keeping of estimations and actual findings.

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2. Describe how you will use pictures to teach using standardised units to measure
mass.
3. Do you think the use of pictures will promote learners’ understanding of
‘standardised units to measure mass?’ Motivate your answer.

Commentary:
Take your worksheet and answers to your study group. Be open to their comments
and suggestions. Keep your worksheets for use during WIL or in your own teaching.

The next step is to move to the abstract level where you must let your learners solve
problems that involve mass.

4. SOLVE PROBLEMS INVOLVING MASS

Grades 4, 5 and 6 learners must be able to solve problems involving selecting,
calculating with and converting between the appropriate S.I. units prescribed for
mass.

Before your learners can solve problems involving mass and units of mass, let your
learners first do conversions between the standard measures of mass.

4.1 Conversions between different units of mass

When choosing an appropriate size of a unit, you need to know that the same set of
metric prefixes applies to all measurement attributes (except for time) and describes
the relationship between the units. Although you do not need to teach all the metric
prefixes, it is useful to understand how the system reinforces the connection to place
value. You will remember from Unit 1 of this module that we use the following
mnemonic to remember the metric prefixes of the conversion table:

The first letters of the mnemonic:

“King Henry Drinks Much dark chocolate milk”,

indicate the order of the units of length in the conversion table.

Look at the following table to revise how the conversion table works for all
measurement attributes and how it relates to place value.

Metric
Kilo-unit Hecto-unit Deca-Unit unit deci-unit centi-unit milli-unit
Prefix
Unit
1000 units 100 units 10 units 1 unit unit unit unit
value

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Place one one

thousands hundreds tens one one tenth
value hundredth thousandth
1 kg 1g 1 mg

For any metric unit, the unit to the left is ten times greater and the unit to the right is
ten times smaller. Both place value and the metric system use the same system of
tens. Converting between units will result in multiplying or dividing by powers of 10,
e.g., 10, 100 or 1 000.

It is important to remember that there is an inverse relationship between the size of a

unit and the counts of units. Larger units provide a smaller measure, and smaller units
provide a larger measure. So, 1 kilogram (larger unit with a smaller measure) is equal
to 1 000 grams (smaller unit with a larger count). This principle is important to teach
to your learners because they have to be able to estimate whether a conversion will
result in a smaller or larger count of units.

Learners should first be able to do conversions between the standard measures of

mass before they can solve problems involving mass and units of mass. The summary
below also indicates to you where tons fit in and how to convert it to kilograms,
although the Intermediate Phase learners do not need to know how to do this.

Unit Symbol Relationship

milligram mg 1 000 mg = 1 g
gram g 1 g = 1 000 mg
1 000 g = 1 kg
kilogram kg 1 kg = 1 000 g
1 000 kg = 1 t
tons t 1 t = 1 000 kg

For any two mass metric units:

x You convert from the larger unit to the smaller unit (gram to milligram or
kilogram to gram) by multiplying by 1 000.
x You can convert from a smaller unit to a larger unit (milligram to gram or
gram to kilogram) by dividing by 1 000.

There are many different methods learners can follow to do conversions between units
of measurement. One method is the ‘metric ladder’ (in this case applied to mass) like
the one shown alongside. It can assist struggling learners to convert between mass
units. Make a poster of the mass ladder for your classroom and let the learners also
draw it in their books.

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tons
km
÷ 1 000
kg
m
÷ 1 000
g

÷ 1 000
mg

Figure 17: Metric ladder for mass

Let’s do examples using the metric ladder.

Example 1: Convert 100 mg to kg.

tons
km
3. 0,1 g ÷ 1 000 = 0,0001 kg
÷ 1 000
0,0001
m kg
÷ 1 000
2. 100 mg ÷ 1 000 = 0,1 g
0,1 g

÷ 1 000
100 mg
1. Insert the
100 mg here.

What will happen if you want to convert the 100 mg to tons?

You can take 0,0001 kg and divide it by 1 000 to convert the answer to tons.
Thus, 0,0001 kg ÷ 1 000 = 0, 0000001 tons.

Example 2: Convert 2 kg to mg.

As it is now from a big unit to a small unit, you should multiply.

tons
1. Insert the
× 1 000 2 kg here.
2 kg

× 1 000 2. 2 kg × 1 000
= 2 000 g
2 000 g

× 1 000
3. 2 000 g × 1 000
2 000 000 mg
= 2 000 000 mg

Thus, 2 kg = 2 000 000 mg.

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Do you still remember how to teach your learners to multiply and divide by 1 000?
Refer back to Mathematics Teaching in the Intermediate Phase 1 (I-MAT 221), Unit 4,
Section 4 if you cannot remember.

120 minutes
23
1. Complete the following conversions and compare your answers with your peers.
You can make use of any method.

1. 3 kg = … g 11. 0,5 kg = … g
2. 5 g = … mg 12 0,8 g = … mg
3. 48 kg = … g 13. 12 750 g = … kg
4. 35 000 g = … kg 14. 1,5 mg = … kg
5. 7 kg = … g 15 50 g = … mg

6. 7 500 g = … kg 16. 12,75 kg = … g

7. 50 500 g = … kg 17. 0,25 g = … mg
8. 2 mg = … kg 18. 3,2 g = … kg
9. 1,5 kg = … mg 19. 0,5428 t = … kg
10. 285 mg = … g 20 50,02 kg = … t

2. Develop a lesson plan for the teaching of the conversion of standard units when
measuring mass for Grade 6 learners. Take the following into account when you
plan your lesson:
x Use the lesson planning template available on MySANTS (also included in
Addendum A)
x Think specifically about the objective of your lesson and how you would
reach your objective.
x What learning and teaching support materials would you use to ensure a
deep understanding of the concept?
x Also include a worksheet that you would give to learners to consolidate their
understanding of conversions.

Commentary:
Refer to I-MAT 221 and I-MAT 312 where you have learnt how to draw up lesson
plans. Include all the lesson components. In the next Section of this module an
example lesson plan is included. Share your answers and lesson plan with your

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study group. Be open to their comments and suggestions. Keep your lesson plan for
use during WIL and in your own teaching.

When the learners can convert confidently between units of mass, they are ready to
solve problems involving mass.

4.2 Word problems

In the first problem learners must compare the prices of larger and smaller quantities
of the same product. The problem and the solution will be given to assist you to see
how basic operations in mathematics (addition, subtraction, multiplication and
division) can be used to solve mass problems. [This problem is actually also a rate
problem where the different rates (cost per kilogram) are compared. Do you still
remember how we solved rate problems? To refresh your memory page back to
Mathematics Teaching in the Intermediate Phase 1 (I-MAT 221), Unit 3, Section 3,
paragraph 5.]

Example 1: Which is the better buy?

The shop sells a 1 kg pack of maize meal for R5,50 and a 2,5 kg pack for
R12,99.

1. Which is the best buy? Motivate your answer.

2. If aunt Kate uses 10 kg of maize meal in a month, how many packs
of 2,5 kg will she have to buy each month?

Solution:

1. If she buys the 1 kg packs then 2,5 kg will cost:

R5,50 (1 kg) + R5,50 (1 kg) + R2,25 ( kg) = R13,25
Thus 2,5 kg for R12,99 is a better buy.

2. 2,5 kg + 2,5 kg + 2,5 kg + 2,5 kg = 4 × 2,5 kg = 10 kg.

Or 10 kg ÷ 2,5 kg = 4

Thus aunt Kate must buy 4 of the 2,5 kg packs of maize meal in a month.

When the units are the same, the basic operations can be directly applied. Can you
see HOW the basic operations were used to solve this problem? Page back to module
I-MAT 221, Unit 3, Section 2 for a step-by-step explanation on HOW the operations
involving decimal numbers must be carried out.

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Grades 4 to 6 learners must also be able to solve problems involving different mass
units. That is where conversions come in. Two examples (suitable for Grade 6
learners) are given – there are many more to choose from. You can also make up your
own problems to suit the context and needs of your learners.

Example 2: How many sweets?

Simon estimates that the mass of one lollypop is 20 grams. A packet contains
0,4 kg of these sweets.

1. How many sweets can he expect to find in the packet?

2. If there are 40 learners in the class, how many of the
0,4 kg packs will be needed so that each learner can get
one lollypop?
3. How many of the same sweets will be in a 1 kg pack?

(Daria-Yakovleva, 2016)
Solution:

In this case it would be easier to convert the kilograms to grams so that we can avoid
working with decimal numbers. Do you still remember HOW to do the conversions?
That is where you must start:

1. The packet of sweets contains 0,4 kg = 400 g of sweets.

Thus there are = (equivalent fraction – see module B-FMA 110, Unit 2)
= 20 lollypops in the packet.

2. If there are 40 learners, then 2 packs will be needed so that each learner can
get one lollypop.

3. If 1 kg = 1 000 g, this
= 400 g + 400 g + 200 g

Thus in a 1 kg pack there will be 20 + 20 + 10 = 50 lollypops.

Mass units are often used in recipes. The next example is a recipe problem. Do this
one on your own before you give it to your learners to do.

Example 3: Bake a cake

A cake recipe requires 0,25 kg of cake flour. Jeanette has a packet of 500 g of cake
flour. How much flour will be left after she has baked the cake?

1. Give your answer in grams and kilograms.

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2. If she wants to bake 3 cakes, how much cake flour will she need? Give your answer
in grams and kilograms.

Solution:

1. First, convert the quantities to the same unit.

If we work in grams then 0,25 kg = 250 grams.

She will be left with: 500 – 250 g = 250 g = 0,25 kg flour.

2. For three cakes she needs: 0,25 kg × 3

= 0,75 kg
= 750 g flour.

60 minutes
24
Test your knowledge by answering the following questions.

1. Before learners can solve problems based on mass, they must be able to convert
between the different mass units. Redraw and complete the ‘metric ladder’ below
to illustrate how you will teach the conversions of mass units to your learners.
You can leave out ‘tons’.

Metric ladder for mass

2. You gave the problem that follows to your learners to solve as a class test.

Busi sells 6,07 kg; 8,53 kg; and 500 g of beans from a bag containing
20 kg of beans. How much beans are left in the bag?

Prepare a memorandum that shows all the steps for the solution to the problem
above. Also indicate your mark allocation for the question.

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3. Set up three real-life word problems, with its memorandum, based on the
measurement of mass – one problem for each grade between Grades 4 – 6.
Take these questions to your own study group.

Commentary:
Share your memorandum and word problems with your study group. Be open to
their comments and suggestions.

In Section 1 you were exposed to measuring mass using non-standardised and

standardised units. The conversion between units of mass as well as real-life word
problems were also addressed. In the next section we will be discussing the
measurement of capacity and volume.

SECTION 2: CAPACITY AND VOLUME

1. INTRODUCTION
In Section 2 we will focus on the measuring of capacity and volume by using both non-
standardised and standardised units as well as the conversion between the different
units of capacity. It is also important that you are guided in HOW to teach these
concepts to Intermediate Phase learners.

Let us first look at the difference between capacity and volume.

2. DIFFERENCE BETWEEN CAPACITY AND VOLUME

Capacity and volume are most often interchanged in use and meaning. Both terms are
used for the measuring of the ‘size’ of three-dimensional regions (Van de Walle, et al.,
2013, p. 391). Capacity refers to the “amount that a container will hold” while
volume refers to “how much space something takes up” or even the size of solid
objects (Van de Walle et al., 2013, p. 391).

Capacity is generally measured in millilitre (mℓ), litre (ℓ) and kilolitre (kℓ) where
1 kℓ = 1 000 ℓ and 1 ℓ = 1 000 mℓ. Most amounts of liquids are measured in ℓ (litres),
as it is the standard or base unit for capacity. However, smaller quantities of liquids
are measured in millilitres and very large quantities are measured in kilolitres. Volume
is three dimensional and is measured in ‘cubic units’. Refer back to Unit 1, Section 2
for clarification on 1-D, 2-D and 3-D. There are relationships between metric units of
capacity and volume: 1 mℓ of liquid occupies 1 cm3 of space, and 1 ℓ of liquid occupies
1 000 cm3 of space.

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When you buy a liquid stored in a container, the container might not always be filled
to the top (to capacity). A bottle for instance can have a capacity of 2,1 ℓ but it may
only have 2 ℓ of liquid inside. In this case we would say the capacity of the bottle is
2,1 ℓ but the volume of the liquid inside is 2 ℓ.

It is further important to note that volume can describe various attributes of the same
object, so it is necessary to clarify ‘which volume’ is being measured. For the same
cup one can, for instance, refer to:

x The volume of the liquid the cup can hold.

x The volume of the material needed to make the cup.
x The volume of space needed when packing the cup in a box.

Measuring the volume or capacity of containers proves to be one of the more

challenging strains of measurements for the following reasons (Smith & Barrett, 2017):

1. Aligning and comparing the volume of different objects is more difficult as they
vary in shape and size on multiple dimensions. Volume units also vary in shape
and size and are more diverse than other units for mass and length.
2. Volume can be measured in cubic or metric units.
3. No widely available physical tool, like rulers or scales, exists for measuring the
volume of all objects.

It is the responsibility of the teacher to provide rich experiences with capacity and
volume to develop a deep understanding of these concepts. Like with the
measurement of length and mass, measurement of capacity must start with hands-on
activities where non-standardised units are used.

Grades 4 to 6 learners must be able to:

x Measure capacity by estimating, measuring, recording, comparing and ordering

and converting between:
o Millilitre (mℓ);
o Litre (ℓ); and
o Kilolitre (kℓ) (Grade 6 only).

Grade 7 learners must be able to:

x Use appropriate formulae to calculate the volume and capacity of:

o Cubes; and
o Rectangular prisms.

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Like with the measurement of length and mass, measurement of capacity must start
with hands-on activities where non-standardised units are used.

3. USE NON-STANDARDISED UNITS TO MEASURE

CAPACITY
As we know by now, it is important to introduce any measurement attribute with non-
standardised units. Comparing the volume of solid objects is often very difficult. At a
primary level, it is appropriate to focus on capacity. You can expect that by Grade 3
learners will understand the concepts of holds more with reference to containers. Even
so, you are never sure of the prior knowledge of your learners and should therefore
introduce your lesson with non-standardised unit (Van de Walle, Karp & Bay-Williams,
2010) - especially in Grade 4.

Van de Walle, Karp & Bay-Williams (2010) explain that two types of unit models can
be used to measure volume and capacity. The one type of unit model involves the
measuring of the quantity of solid units (e.g. wooden cubes or old tennis balls) required
to fill an empty container. The other type of unit model involves the measuring of the
number of small containers (e.g. cup) filled with liquid that is required to fill a bigger
container (e.g. bottle). We will now focus on the second model.

When working with non-standard units, learners should have lots of experiences with
directly comparing the capacities of different containers. The teacher should collect
various containers like cans, small boxes, and plastic containers. The more shapes,
the better. You will also need various scoops like spoons or plastic scoops. You can
even cut a bottle in half. You will need rice, beans, sand or water as a filler. When
working with these non-standard units, our aim is not to have learners predict the
capacity of containers accurately, but rather to get a feel for capacity (Van de Walle et
al., 2010).

Class activity 1

Each group will need a tablespoon (and a teaspoon if time permits), a cup, an empty
litre bottle and a bucket. Let your learners bring this from home so that you can
compare the capacities of different sizes of these containers. Remember to collect this
beforehand.

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Tablespoon / Cup Litre bottle Bucket

teaspoon

(FreeSVGb, 2014) (Arvin61r58, 2018) (Max Pixel, n.d.b) (OpenClipart-Vectors, 2017)

Instruct your learners to fetch water in the bucket for the group. Tell learners to work
carefully with the water and not to waste water. Let your learners now use the cup to
find out how many tablespoons of water will fill the cup. Make sure that all learners
participate – allow each one to get a chance to ‘measure’ the capacity of the water.
Measuring this themselves will help them to compare and estimate the capacity of a
tablespoon and a cup in future.

If learners have more than one tablespoon in the group, use the different tablespoons
and compare the results. Remind learners to pour the water used for this activity back
into the bucket. If learners have time, let them also find out how many teaspoons of
water will fill the cup.

Next let learners find out how many cups of water will fill the litre bottle. HINT: Let them
fill the litre bottle first and then pour the water into the cup to see how many cups can
be filled. Or if you have a funnel, then let them pour the cups of water into the litre
bottle with the use of the funnel. Remind learners to pour the water back into the bucket
again. If they have more than one cup in the group, allow the learners to use the
different cups. The learners should compare and discuss the results.

Ask your learners to draw a table in their books to record the results. Draw the table
also on the chalkboard and show learners HOW to complete the table. Here is an
example:

Container Contains the same as

Cup 48 teaspoons
Cup 16 tablespoons
Litre bottle 4 cups

As the learners might have different sizes of cups, their answers will differ. Ask the
learners why their answers are different. Do not just tell them the reason.

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Class activity 2

Take two A4 sheets of paper to construct a ‘tube-shape’ object by taping the long
edges together. With the second page, make a shorter, fatter cylinder by taping the
short edges together.

Take note: This activity takes on the same idea as perimeter vs area. Now it is surface
area vs volume. The surface area is the same in both cases, however the volume will
differ.

Ask your learners: When placed upright like shown in the pictures above, which
cylinder holds more, or do they have the same capacity? What do you think?

To compare their capacities, place the skinny cylinder inside the fat one. Fill the inside
tube with one of your fillers, like rice or beans and then lift it up, allowing the filler to
empty into the fat cylinder. Can you see that all the rice from the skinnier cylinder
cannot fill the fatter cylinder? Thus, the fatter cylinder has a bigger capacity. Have
learners write down their observations or discuss what they observe and learn with
their friends.

60 minutes
25
Complete the following activity.

1. Explain how will you distinguish between ‘capacity’ and ‘volume’ to Grade 4
learners?
2. Describe how you will apply Bruner’s enactive mode of representation to teach
‘Use non-standardised units to measure capacity’ to your learners. (Revise the
learning and teaching theories in Unit 1 of the introductory module, I-MAT 120.)
3. Create your own classroom activity where non-standard units of volume can be
used to introduce volume to Grade 5 learners.

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Commentary:
Share your answers and activity with your study group. Be open to their comments
and suggestions. Keep your classroom activity for use during WIL or in your own
teaching. Remember: Capacity refers to how much a container can hold when it is
filled up to the brim. Volume is the current amount of liquid in the container. When
you buy a 2 ℓ cool drink, the volume of the cool drink in the sealed bottle is 2 ℓ,
however, the capacity will be slightly more as the container is not filled to the brim.

Next, let us look at standardised units of volume in more detail.

4. USE STANDARDISED UNITS TO MEASURE CAPACITY

It is important to always keep in mind that as a teacher, you are not sure of what your
learners have been exposed to and what level of prior knowledge they have. When
introducing standard units to measure capacity, it is best to make it practical, fun and
relevant to learners.

Grades 4 to 6 learners must be able to:

x Measure capacity by estimating, measuring, recording, comparing and

ordering and converting between:
o Millilitre (mℓ);
o Litre (ℓ); and
o Kilolitre (kℓ) (Grade 6 only).

Grade 7 learners must be able to:

x Use appropriate formulae to calculate the volume and capacity of:
o Cubes; and
o Rectangular prisms.

4.1 Introduce learners to standardised units of volume and

capacity

Capacity refers to how much a container can hold. Thus, capacity refers to how much
can ‘fit into’ something. Capacity is measured in millilitre (mℓ) and litre (ℓ) and
1 ℓ = 1 000 mℓ. Liquids such as fruit juice, milk, soft drinks and petrol are usually
measured in litres (ℓ) or millilitres (mℓ). A small bottle of orange juice may, for example,
contain 350 mℓ of juice. As the container is not filled to the brim, the volume of the juice
is 350 mℓ, however, the capacity of the container will be slightly more.

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Learning about volume using household products and groceries, brings the learners’
life-world into the learning. They can handle the containers and link concepts like more
and less to standardised units of capacity.

Let them determine which container holds the same as another; and which holds more,
less, the most or the least. Learners should arrange the containers (objects) from the
smallest to the largest capacity. If you have enough containers, let each group work
with their own containers and give an opportunity for the groups to present their
findings and discuss the outcomes.

Figure 18: Different containers

(Le Hanie, 2020)

4.2 Using standardised units to measure capacity

The metric system is a widely accepted convention to use specific units to measure
certain attributes of objects (NumberSense Companion Grade 3 Teacher’s Guide,
n.d.). The S.I. unit of volume is derived from the S.I. unit of length, as 1 cm3 = 1 mℓ
and 1 000 cm3 = 1 000 mℓ = 1 ℓ.

The standardised units for measuring capacity are millilitre (mℓ) and litre (ℓ). The formal
measuring of capacity involves the knowledge of the capacity of standard
measurement instruments (Naudé & Meier, 2015). As mentioned earlier, estimation
(which involves approximate measurements) is an important life skill that learners
must be exposed to. Do you know what the capacity of a teaspoon, a coffee mug and
a litre bottle are?

Important capacity facts are:

x A teaspoon holds approximately 5 mℓ water.

x A tablespoon holds approximately 15 mℓ water.
x A large coffee mug holds about 250 mℓ of water.
x One litre is equal to 1 000 mℓ.

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Let your learners write these facts down. They must know these estimated facts about
capacity by heart. It can give them a good idea of actual capacity measures.

Capacity measures are often used in recipes. For example, a recipe may require
2 teaspoons (i.e. 10 mℓ) of baking powder or 1 cup (250 mℓ) of cake flour.

Figure 19: Volume measuring instruments

(Le Hanie, 2020)

Learners should use measuring jugs to measure the volume of liquids and objects. If
you have a measuring jug at home, bring it to class. Also ask learners to bring plastic
measuring jugs if they have these at home. Urge them to mark their jugs with masking
tape at the bottom so that you can ensure that they take theirs’ home again.

Let learners fill an empty jug with water for an estimated amount of one litre. Next they
should use a measuring jug to determine if their estimation was accurate.

Also ask learners to estimate how many teaspoons filled with water are needed to fill
a cup. It is important to always write your estimation down to see how accurate it was.
After learners made an estimation, they must measure with a teaspoon and a cup.
Give learners the opportunity to reason and reflect on their estimation. In that way they
can conceptualise volume such as 1 mℓ or 1 ℓ.

90 minutes
26
Look at the following planned lesson on capacity. Evaluate each part of the planned
lesson, and thus, answer the following questions:

1. Have the NCS outcomes been identified? Are the correct outcomes being
identified? Explain your answer.
2. Is the summary of the content to cover in this lesson clear? How else could it
have been written?

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3. Is the required pre-knowledge applicable to the planned lesson? Explain.

4. Are the concepts and new knowledge clearly and correctly identified? Motivate
your answer.
5. Have the lesson objectives been identified and are they clear and correct?
Substantiate your answer.
6. Is the next lesson linked to the planned lesson? Explain.
7. Are all the required LTSM mentioned in the lesson plan? Explain.
8. Were all the books, and other sources used in the lesson accurately
referenced? If not, how should it be corrected?
9. Is the introduction appropriate? Is the time allocated correct? Explan your
answers.
10. Is the development of the lesson clear, logical and applicable? Motivate your
answer.
11. Do the consolidation recap and cover the planned outcomes of the lesson?
Explain your answer.
12. Is there appropriate learner enrichment? Briefly explain your answer.
13. Is there appropriate learner support? Briefly explain your answer.

SANTS Private Higher Education Institution

GRADES 4, 5, 6 and 7 LESSON PLANNING FORM

1. SUBJECT 2. TOPIC

Mathematics Measurement: Capacity and Volume

3. DATE 4. GRADE
(Mark the grade you will be teaching with an X)
y y y y m m d d

2 0 - - 4 5 6 7

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS

5. NCS OUTCOMES/General aims (tick boxes)

Learners are able to:

‰
9 Identify and solve problems and make decisions using critical and creative thinking.

9
‰ Work effectively with others as members of a team, group, organisation and community.
‰ Organise and manage themselves and their activities responsibly and effectively.
‰
9 Collect, analyse, organise and critically evaluate information.
‰ Communicate effectively using visual, symbolic and/or language skills in various modes.
‰ Use science and technology effectively and critically showing responsibility towards the
environment and the health of others.
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‰ Demonstrate an understanding of the world as a set of related systems by recognising that

problem-solving contexts do not exist in isolation.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON

(Briefly summarise the content (see 7.2) that you will be presenting in this lesson)

To enhance learners’ understanding of capacity and volume and how to measure volume using
non-standard and standard measuring instruments.

7. LESSON OBJECTIVE(S)

7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values)

At the start of this lesson the learners should already know… and can do…

Learners should already know what capacity and volume are and the symbols used for these
concepts. e.g. ℓ and mℓ.

7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach)

x The correct use of the language of mathematics.

x Logical reasoning – in how to determine most appropriate measuring tool and to measure
the given amounts accurately.
x Problem solving – in how to determine which container has the biggest capacity as well as
how to measure the amounts accurately.

7.3 LESSON OBJECTIVES

(Own lesson objectives based on General and Specific Aims from CAPS, written in your own words)

By the end of the lesson the learners should be able to…

x Understand the difference between capacity and volume.

x Compare the capacity of different containers with unknown capacity.
x Measure accurately using measuring spoons and/or syringes with calibrated gradation
lines.

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

In the next lesson the learners will focus on the reading of different kinds of measuring jugs with
different intervals.

8. LTSM (Name LTSM you intend using in this lesson and remember to reference ALL your resources (text books,
websites, workbooks etc.) under Reference list of all sources consulted in point 9 below. Try to use a number of different
items or types of LTSM.)

x 500 mℓ bottle coke and straw

x 2 empty containers – similar capacity (It can be plastic bottles or different cups.)
x Measuring spoons – different sizes.
x Measuring cups – different sizes.
x Syringes

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9. REFERENCE LIST OF ALL SOURCES CONSULTED

(List all the text books, workbooks, websites etc. that you used to prepare this lesson)

Department of Basic Education. (2011). Curriculum and Assessment Policy Statement Grades 4 –
6: Mathematics. Pretoria: Government Printers.

10. LESSON PHASES

10.1 INTRODUCTION OF THE LESSON

(Time allocated: 5 min)

(Give a detailed description of how you greet the learners, how you set the atmosphere for the new lesson, how you awaken
the learners’ prior knowledge, and how you create a link between what the learners already know and the new knowledge
that you will be presenting.)

Have a new 500 mℓ bottle of coke and show it to the learners. Ask the learners what does the 500
mℓ written on the bottle mean. Some learners will answer it is the amount of coke inside the bottle.
Then ask what another word for “the amount of coke is inside” is. If the answer of volume does not
come from the learners, then tell them we call it the volume. Now open the coke bottle and drink
some of the coke through a straw. (Keep in mind the learners will complain that they do not have
coke. Some will ask for a bit of coke themselves. Tell them that the learner with the best behaviour
might get the coke at the end of the lesson. Take note that you need to keep track of good behaviour
so that you can give the coke away at the end of the lesson.)

Ask the learners if the amount (volume) of coke inside the bottle is still 500 mℓ. They will say NO.
Then you can explain to them that the volume changed – as volume is the amount of coke inside the
bottle, but the capacity of the bottle stayed the same. Ask them if they can remember what the word
capacity means. (Capacity is the amount of space inside a container. In this case inside the bottle.)

10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE

(Time allocated: 25 min)

(Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT THE
LEARNERS WILL BE DOING.):

Have 2 unlabelled empty bottles/containers of nearly the same size. Ask the learners, “How can we
determine which one has the biggest capacity?”. If there is no answer, or the learners struggle to get
to an answer, guide them by telling them that they can use water to help them determine which
container has the biggest capacity. Take out a 2 ℓ bottle filled with water and ask the learners how
they think the water can help them to decide which container has the biggest capacity. Some might
come up with the idea that you can fill one container with water and then pour its contents into the
other container. If there is still water left in the first container, then it means that the first container is
bigger. If all the water has been poured into the second container, and it is still not filled to capacity,
then it means that the second container is bigger.

Take out some measuring spoons. Show it to the learners. Ask them if they can guess the capacity
of the different spoons. Make sure that each time they also use the unit, namely mℓ, in each case.
Take out some measuring cups and do the same.

The learners will now work in groups of not more than 4. Each learner in the group needs to measure
a different amount of water. The learners can use the syringes to suck up the water and pour it in the
measuring spoons if needed. Make sure that each group has a syringe, some measuring spoons
and/or some measuring cups.
Amounts of water:
1. 50 mℓ
2. 75 mℓ
3. 120 mℓ
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4. 350 mℓ

All the measured water should be poured into a big enough container (at least 2 ℓ container – maybe
old ice cream containers). Once each learner got an opportunity to measure, they must pour the
water outside on the plants/flowers/grass so that it does not get wasted.

10.3 CONSOLIDATION

(Time allocated: 5 min)

(Give a detailed description of how you will consolidate the new knowledge, as well as how you incorporate assessment of
the objectives and how you will wrap up. Please also mention here any HOMEWORK that you will give the learners.):

Once everything is cleaned/dried up the learners should get back to their desks. Now is the time to
reward the learner with the best behaviour during the lesson with the remaining coke. Before you do
this, first recap the concepts capacity and volume. Also ask some learners to report on how they did
the measuring to ensure that it was done accurately. Then hand out the coke.

11. DIFFERENTIATION

11.1 LEARNER ENRICHMENT

(Indicate what measures are in place for learners who grasped concepts quickly. How will you challenge them and keep
them from getting bored?)

I will give the learners a riddle:

You have a 3 ℓ and a 5 ℓ container. You can only use these two containers and an infinite supply of
water to accurately measure 4 ℓ of water. How will you do that?

11.2 LEARNER SUPPORT

(Indicate what measures are in place for learners who struggle to grasp the concepts. How will you support them and keep
them from getting negative and frustrated?)

I will call the learners that struggle to my desk and go over the terminology of capacity and volume
and the S.I. units. I will ask them to explain to me what the difference is and that they should
demonstrate it to me. Then I will ask them to measure a certain amount of water to see if they
understand the measuring of volume. Any other issues they have regarding the topic I will address.

12. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you
find challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use
the following questions to guide your reflection:

1. Describe aspects of your lesson that worked really well.

2. Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
3. Re-examine your lesson objectives. Did you meet them? Why/why not?
4. This is what I learnt about the learners in my class today:
5. What was my most challenging moment in this lesson and why? How will I respond next time?
6. To what extent were the learners productively engaged in the learning process? Discuss.
7. If I had the opportunity to teach this lesson again to this same group of learners, what would I do differently? Why?
8. What evidence/ feedback do I have that the learners achieved an understanding of the lesson objective(s)?

I will complete the reflection once I have taught the lesson.

Commentary:
To ensure quality teaching and learning, it is important to reflect on your lesson
planning before you teach a planned lesson. Share your answers with your study
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group. Be open to their comments and suggestions. Keep your lesson plan for use
during WIL or in your own classroom.

Next we look at reading measurements.

4.3 Reading measurements

Let us look at how we can use a measuring jug to measure capacity.

The lines on a measuring jug are divided into intervals, just like a number line. Each
interval indicates a part of the bigger units. When you are using a measuring jug, you
must work out what each interval is worth. Let us look at an example of the measuring
intervals on a measuring jug.

Figure 20: Measuring jug

(LoSchmi, 2007)

The measuring cup is divided into intervals of 50 mℓ, where only the groups of 100 mℓ
are labelled. The lines that indicate 50 mℓ, 150 mℓ, 250 mℓ and so on, does not have
labels. You have to be able to work out what these lines indicate. It is important for
learners to be able to work with a variety of measuring intervals.

Class activity 3

Learners should be able to accurately read the measurement of volume of a liquid in

a measuring jug. You can give learners different examples to practise on like the ones
below. Learners should fill in the missing labels.

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A B C D
1ℓ 1000 mℓ 1ℓ 1000 mℓ

___ mℓ __ mℓ
____ mℓ
__ mℓ
__ ℓ ____ mℓ ℓ
__ mℓ

250 mℓ ___ mℓ __ mℓ

0ℓ 0 mℓ 0ℓ 0 mℓ

For the first example (A) the learner must be able to see that the interval is marked
halfway between the 0 ℓ and the 1 ℓ. This means that the first interval is ℓ. Half of a
litre is also equal to 500 mℓ. If you would want to measure 250 mℓ of a liquid, it would
be difficult to measure it accurately on the first example as the intervals are large and
do not indicate half way between 0 ℓ and 500 mℓ.

30 minutes
27
1. Copy the scales above accurately onto a piece of paper and find the missing
values for all of the examples.
2. Write a short paragraph to explain which example will lead to the most accurate
measurement of a liquid and why.

Commentary:
Measurements must always be done as accurately as possible. Share your answers
with your study group. Be open to their comments and suggestions.

As seen in the class activity above, the volume of containers can be written in various
forms. For example, in:
x litres one would write 2 ℓ or 2,5 ℓ.
x millilitres it is written as 2 500 mℓ.
x litres and millilitres one can write 2 ℓ and 500 mℓ.

When working with problems or activities containing volume, it is easier to compare

and calculate when all the measurements are written in the same unit and format.

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Class activity 4

How can learners measure the volume of irregular objects? Let your learners:

x Fill the measuring jug halfway with water.

x Take the reading of the water.
x Drop small objects like a stone or an eraser into the water and take the reading
again.

The amount of water displaced by the object is an indication of the volume of

the object.

Enrichment: For your own enrichment, use the internet to research the story of the
Greek mathematician, Archimedes, and the golden crown.

4.4 Using pictures and recipes to show capacity/volume

On a semi-concrete level let learners cut pictures of products displaying different

capacities/volumes from brochures, newspapers and magazines. Ask them to arrange
their pictures from the largest to the smallest capacity/volume. Let them also cut out
and read recipes using standardised units of volume. Let them arrange these in
different categories, for example, products with capacity/volume less than 1 litre,
products with a capacity/volume of more than 1 litre but less than 5 litres and products
with a capacity/volume of more than 5 litres. Let them paste the pictures in their books
or on A4 paper and label the pictures according to capacity/volume.

30 minutes
28
Apply your knowledge to do the following:

1. Describe how you would introduce standardised units of volume to your learners.
2. Develop a worksheet for a hands-on activity on ‘Use standardised units to
measure volume’. Your worksheet should provide for the following:
x The estimation and measuring of capacity of various containers.
x Proper record keeping of estimations and actual findings.
3. Your learners have to determine the volume of a stone. Write down FOUR steps
that will guide them on how to perform the activity as accurately as possible.

Commentary:
Share your answers with your study group. Be open to their comments and
suggestions. Keep your worksheet and activity for use during WIL or in your own
teaching.

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Next we will look at the volume of cubes and prisms.

4.5 Volume of cubes and prisms

In Grade 7, learners must be able to calculate the volume of cubes and rectangular
prisms. Learners should be able to understand the relationship between surface area
and volume. Before you go on with this section, review surface area as discussed in
Unit 1 of this module.

Let us first review the difference between 2-D shapes and 3-D objects. 2-D shapes
are flat and only have two dimensions, name length (l) and width (w). 3-D objects have
three dimensions namely length (l), width (w) and height (h). You can think of a
dimension as a direction in space (Human et al., 2014, p. 236). Look at the diagrams
to make the concept easier to understand.

Height

Width

Length Width

Length
Figure 21: 2-D shape versus 3-D object

3-D objects therefore take up space in a way that 2-D shapes do not.

Every object in the world is 3-D. Even a sheet of paper. Its height is about 0,1 mm.

The space in all directions occupied by a 3-D object is called its volume. Cubes are
the units we use to measure the volume of 3-D objects. A cube with edges of 1 cm
(1 cm × 1 cm × 1 cm) has a volume of one cubic centimetre (1 cm3).

1 cm

1 cm
1 cm

It is important that you as a teacher and your learners understand how the formula for
the volume of cubes and rectangular prisms can be derived. The following steps make
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it easier to understand (Human et al., 2014) if you need to determine the volume of
the given rectangular prism:

Step 1:

Measure the area of the bottom (base) of the rectangular prism.

Area = × = 5 cm × 4 cm = 20 cm2.

Width = 4 cm

Length = 5 cm

Step 2:

A layer of cubes, each one cm high, is placed on the flat base. The base now holds
20 cubes. It is 4 cm × 5 cm × 1 cm = 20 cm3 (cubic centimetres).

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Step 3:

Two more layers of cubes are added so that there are three layers. The height of the
prism is 3 cm. The volume of the prism is:

Volume of prism = 4 cm × 5 cm × 3 cm = 60 cm3

Or:

Volume = area of base × number of layers

V=( × )×ℎ

The next table is a more detailed summary of the three dimensions to clarify the
difference between them (Le Hanie, 2010) that we will revisit.

Table 2: The different dimensions

3-D 2-D 1-D

VOLUME AREA PERIMETER

V = ℓ × b × h or A = ℓ × b or P = Sum of all sides

V=ℓ×w×h A=ℓ×w

Let us assume that the unit of measurement is centimetres (cm) and the length
of each side is 2 cm.

V = 2 cm × 2 cm × 2 cm A = 2 cm × 2 cm P = 2 cm

= 8 cm3 = 4 cm2 = 2 cm
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You can also show this summary to the learners in your mathematics class. Just make
sure that the learners understand that if, for example, they need to determine the
volume, they need to think of 3-D, as the formula for volume consists of three
dimensions namely, length, breadth (or width) and height. And because they were
working with three dimensions, the unit of measurement should be to the power of
three, e.g. cm3. Once learners understand that they are multiplying three dimensions
for volume, they will not get confused between the units of cm2 and cm3.

4.6 Volume and mass

Look at the following interesting fact which Grade 6 learners can investigate. Do you
know what the mass of 1 litre of water is? Let us look at this.

One mℓ of water can be represented as 1 cm3 of water. A cubic centimetre (cm3)

corresponds to the volume of a cube measuring 1 cm × 1 cm × 1 cm and has a
capacity of 1 mℓ. The mass of one cubic centimetre of water is roughly equal to one
gram (1 g).

The mass of 1 mℓ
The capacity of water is 1 gram.
of the cube
is 1 mℓ. 1 cm

1 cm
1 cm

Thus, the mass of 1 ℓ of water is 1 kg.

HINT: Let your Grade 6 learners confirm the mass of 1 ℓ (1 000 mℓ) of water by finding
the mass of the empty litre container first. Let them then find the mass of the container
with the water. Next they should find the difference between the empty litre container
and the filled container. It should be 1 kg.

4.7 Volume and surface area

Let us now look at an activity where Grade 6 learners investigate the relationship
between the volume and surface area of rectangular prisms.

Give each pair of learners a supply of centimetre cubes or wooden cubes (Unifix blocks
can also work). Their task is, for a fixed number of cubes (such as 24), to build different
rectangular prisms and record the surface area for each prism formed. Instruct the
learners to also draw the nets of the different prisms.

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Give the learners a worksheet to complete, such as the following one. Parts of the
worksheet are already completed.

3-D drawing of Net of rectangular Volume Surface area

rectangular prism prism

24 cm3 52 cm2

24 cm3

As learners are building their prisms the teacher should focus their attention on the
patterns that occur. Ask questions such as:

x Does the volume differ from prism to prism?

x What happens to the surface area as the prism becomes a less tall, skinny box
and more like a cube?
x What is the relationship between volume and surface area of rectangular
prisms?

The objective of this activity is for learners to realise that volume does not determine
surface area. The relationship between volume and surface area is similar to the
relationship between area and perimeter. Refer back to Unit 1 of this module to revise
your understanding of the relationship between area and perimeter.

120 minutes
29
Read the core reading article: Just a cup… (Bough, 2008) and answer the questions
that follow.

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Available online at EBSCOhost permalink:

https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=33293119&site
=ehost-live

1. Conservation is the ability to understand that redistributing material does not

affect its mass, number, volume or length. (The Piagetian principal of
conservation was discussed in the introductory module, I-MAT 120, Unit 1. Work
through it again if you cannot remember.)
Explain your understanding of the conservation of volume.
2. Use the article of Bough (2008) as a guide and create an activity for Grade 6
learners on the relationship between surface area and volume of rectangular
prisms. Identify the LTSM and write down the instructions to learners.
3. Create enrichment activities for each of Grades 4 – 6 regarding measurement.
You can use the article of Bough (2008) as a guide.

Commentary:
Academic articles and readings may sometimes contain challenging or unknown
work. If you encounter a concept that you do not completely grasp or understand,
do further research on the internet on that concept to form your own clear
understanding. Keep your activities for use during WIL or in your own classroom.

Before your learners can solve problems involving capacity let them do conversions
between the standard measures of capacity.

5. SOLVE PROBLEMS INVOLVING CAPACITY

Before learners can solve problems with capacity or volume, they need to know how
to convert between different units. Problems can only be solved once all
measurements are in the same unit.

5.1 Conversions between capacity units

Litre is the base unit of capacity. The relationship between litre and millilitre and
between litre and kilolitre is shown in the table:

Quantity measured Unit Symbol Relationship

millilitre mℓ 1 000 mℓ = 1 ℓ
Capacity litre ℓ 1 ℓ = 1 000 mℓ
kilolitre kℓ 1 kℓ = 1 000 ℓ

For any two capacity metric units:

x You convert from the larger unit to the smaller unit (litre to millilitre or kilolitre
to litre) by multiplying by 1 000.
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x You can convert from a smaller unit to a larger unit (millilitre to litre or litre to
kilolitre) by dividing by 1 000.

The ‘metric ladders’ for volume and capacity can assist struggling learners to convert
between metric units.

kℓ
m kℓ
m
× 1 000 ÷ 1 000
ℓ ℓ
× 1 000 ÷ 1 000
mℓ mℓ

Figure 22: Metric ladders for volume and capacity

Make a poster of the capacity ladder for your classroom and let the learners also draw
it in their books.

For example: How many millilitres are in 1 litre?

There are 1 000 millilitres in 1 litre.

That means 1 000 mℓ = 1 ℓ. It follows then:

x 2 ℓ = 2 000 mℓ (multiply by 1 000) and 2 000 mℓ = 2 ℓ (divide by 1 000).

x 2,5 ℓ = 2 500 mℓ (multiply by 1 000) and 2 500 mℓ = 2,5 ℓ (divide by 1 000).
x 0,75 ℓ = 750 mℓ (multiply by 1 000) and 750 mℓ = 0,75 ℓ (divide by 1 000).

It is important to remember the following when converting between litres and millilitres:

x 1 ℓ = 1 000 mℓ
x ℓ = 500 mℓ
x ℓ = 250 mℓ
x ℓ = 750 mℓ

Example 1:

How many millilitres are there in 2 ℓ?

We know that 1 ℓ = 1 000 mℓ
Therefore, 2 ℓ = 2 × 1 000 mℓ = 2 000 mℓ

Example 2:

A bucket of water can hold 6 ℓ of water. How many millilitres is that?

6 ℓ = 6 ℓ and 250 mℓ
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6 ℓ = 6 × 6 000 mℓ = 6 000 mℓ
6 000 mℓ + 250 mℓ = 6 250 mℓ

In these examples we converted from larger units (litres) to smaller units (millilitre).
For that reason, we had to multiply by 1 000 every time. Let’s look at an example
where we convert from smaller units (millilitres) to larger units (litres).

Example 3:

A jug holds 3 000 mℓ of water. How many litres is that?

3 000 mℓ = 3 000 ÷ 1 000 mℓ = 3 ℓ
In this example we had to do the opposite operation and divide by a 1 000.
Include conversions of capacity in your daily mental work and speed tests. Give your
learners sufficient practice in conversions such as the examples given next.

CONVERSIONS BETWEEN CAPACITY UNITS

Grade 4
Complete the following:
x 1ℓ = ... mℓ 1 000 mℓ =... ℓ
x 5ℓ =... mℓ 5 000 mℓ =... ℓ
x 50 ℓ =... mℓ 50 000 mℓ =... ℓ

Grade 5
Complete the following:
x 2ℓ =... mℓ 2 000 mℓ =... ℓ
x 7 ℓ =... mℓ 7 500 mℓ =... ℓ
x 50 ℓ =... mℓ 50 500 mℓ =... ℓ

Grade 6
Complete the following:
x 1,5 ℓ =... mℓ 1 500 mℓ =... ℓ
x 7,5 ℓ =... mℓ 7 500 mℓ =... ℓ
x 12,75 kℓ =... ℓ 12 750 mℓ =... kℓ

Can you see the progression in the examples for Grades 4 to 6? In Grade 7, learners
should be able to also convert between cubic units. Look at the diagram and
explanation to see how the conversion between cubic units works.

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Cube A = 1 m3

1m

1m

1m
Cube B = 1 cm3

Figure 23: 1 cm3 inside a 1 m3 cube

The figure (not drawn to scale) shows Cube A with an edge of 1 m (1m x 1m x 1m
cube) and a tiny Cube B with an edge of 1 cm (1 cm x 1cm x 1cm cube). We want to
know how many small cubes can fit into the large cube.

See if you agree with the following:

x 100 small cubes can fit along the base of the big cube, because there are
100 cm in 1 m.
x 100 small cubes can fit into the breadth of the large cube, because again there
are 100 cm in 1 m.
x 100 small cubes can, therefore, also fit into the height of cube A.

So, the total number of 1 cm3 cubes in Cube A = 100 × 100 × 100
= 1 000 000
∴ 1 m = 1 000 000 cm3
3

60 minutes
30
1. Apply your knowledge of cubic units, length and the formula for working out the
volume of a 3-D object to find out how many mm3 are equal to 1 cm3.

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2. Use your knowledge of conversions to set up a worksheet for Grade 7 learners

on converting between cubic units. Your worksheet should focus on converting
between mm3, cm3 and m3.

Commentary:
Share your worksheet with your study group. Be open to their comments and
suggestions. Keep your worksheet for use during WIL or in your own teaching.

Now that you understand how standard units of capacity and volume can be
converted, we can look at solving problems to deepen learner’s understanding of
capacity and volume.

5.2 Solving problems based on capacity

According to Murray, Olivier & Human (1998), learning happens when learners have
the opportunity to grapple with realistic problems for which they have no routine
method. Problems should therefore come before teaching the method to find the
solution. The teacher should not interfere with learners while they are trying to solve a
problem, but learners should always be encouraged to share strategies with each
other.

The teacher should act as a facilitator when problems are being solved based on
capacity. This gives learners the chance to really struggle with and work through
challenging problems which will deepen their conceptual understanding of capacity. A
class discussion where learners provide various ideas for the solution can then be
guided by the teacher so that learners see how the problem can be solved. The
teacher should not be seen as the ultimate source of knowledge when solving
problems in a classroom.

The goal of the teacher, when working through problems should be to:

x Deepen understanding;
x Develop the ability to solve problems independently;
x Develop the ability to communicate about mathematics and through
mathematics;
x Develop intellectual independence;
x Develop a positive self-concept and confidence in mathematics; and
x Promote the perspective that mathematics is sensible and understandable.

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180 minutes
31
Study the core reading, Students use graphic organizers to improve mathematical
problem-solving communications. (Zollman, 2009) Link:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508104759&sit
e=ehost-live and answer the following questions.

1. Identify and briefly discuss the benefits of using graphic organisers in

mathematics learning.
2. Illustrate how graphic organisers function.
3. In a paragraph of about 300 words, compare the use of graphic organisers with
Polya’s Four-Step method.
4. Apply the graphic organiser method to any three word problems referring to
measurement.

Commentary:
When your write an academic paragraph based on a journal article, it is important
to put what you read and learn into your own words. Do not just copy the information
from the article, but reason about it and give your own understanding and reasoning
in your writing.

Polya’s Four-Step process for problem solving is used all over to assist people in
problem solving. The four steps are:
1. Understand the problem.
2. Devise a plan (translate).
3. Carry out the plan (solve)
4. Look back (check and interpret).

For better understanding, do more research on Polya’s Four-Step process for

problem solving. It is always good to include your own research on the topic in your
writing. Remember to cite your work according to the SANTS-Harvard style.

Let us now look at some examples of problems which can be given to learners.

The first problem does not involve conversions, but it is based on a sound
understanding of capacity. It requires the application of the knowledge of quantities
measured in litres and a little bit of logical reasoning.

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Example 1: Two buckets

You have a 2 ℓ and a 3 ℓ bucket. How will you use them to measure the following:

x 1 ℓ?
x 4 ℓ?
x 5 ℓ?
x 6 ℓ?
x 7 ℓ?
x 8 ℓ? (OpenClipart-Vectors, 2017)

Explain your reasoning. Solve the problem on your own before you read the solution
given below.

Solution:

To measure 1 litre: Fill up the 3 ℓ bucket; pour it into the 2 ℓ bucket; 1 ℓ will remain
in the 3 ℓ bucket.

To measure 4 litres: Use the 2 ℓ bucket; measure 2 ℓ twice; 2 ℓ + 2 ℓ = 4 ℓ.

To measure 5 litres: Use the 2 ℓ bucket and measure 2 ℓ; use the 3 ℓ bucket and
measure 3 ℓ; 2 ℓ + 3 ℓ = 5 ℓ.

To measure 6 litres: Use the 3 ℓ bucket; measure 3 ℓ twice; 3 ℓ + 3 ℓ = 6 ℓ (or measure

2 ℓ three times; 2 ℓ + 2 ℓ + 2 ℓ = 6 ℓ).

To measure 7 litres: Use the 2 ℓ bucket and measure 2 ℓ twice; use the 3 ℓ bucket
and measure 3 ℓ; 2 ℓ + 2 ℓ + 3 ℓ = 7 ℓ.

To measure 8 litres: Use the 2 ℓ bucket and measure 2 ℓ; use the 3 ℓ bucket and
measure 3 ℓ twice; 2 ℓ + 3 ℓ + 3 ℓ = 8 ℓ (or measure 2 ℓ four
times; 2 ℓ + 2 ℓ + 2 ℓ + 2 ℓ = 8 ℓ).

The next problem involves conversions of units of capacity measurements.

Example 2: How much cola is left?

A cool drink bottle contains 1,5 ℓ of Cola. Susan drinks 350 mℓ and Ben drinks 400
mℓ of the Cola.

x How much Cola did Susan and Ben drink altogether? Give your answer in
millilitres and then litres.
x How much of the Cola is left? Give your answer in millilitres and then litres.
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Try to solve the problem on your own before you look at the solution given below.

Solution:

Let us convert litres to millilitres first: 1,5 litre = 1,5 × 1 000 = 1 500 mℓ.

Susan and Ben drank 350 mℓ + 400 mℓ

= 750 mℓ of Cola
= 0,75 ℓ Cola (÷ 1 000 – see the capacity metric ladder)

There is 1 500 mℓ − 750 mℓ

= 750 mℓ
= 0,75 ℓ left.

In the next example learners must calculate the volume of a rectangular prism.

Example 3: Volume of Jack’s container

Jack has a rectangular Perspex container with length 10 cm, width 6 cm and height
8 cm.

1. Calculate the volume of Jack’s container.

8 cm
2. If Jack’s container is filled with water, how
many mℓ of water can it hold?
3. What will the mass of the water be that Jack’s 6 cm
container can hold? 10 cm

Do the example on your own before you look at the solution.

Solution:

1. Let us first calculate the volume of Jack’s container.

V=ℓ×w×h
= 10 cm × 6 cm × 8 cm
= 480 cm3

Note: cm × cm × cm = cm3 (cubic centimetre).

2. Do you remember than 1 cm3 = 1 mℓ?

Therefore, the container can hold 480 mℓ of water.

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3. The mass of 1 mℓ of water is 1 g.

Therefore, the mass of 480 mℓ water will be 480 g.

Let your learners practise a lot. The more they practise the more skilled they will
become in solving problems involving capacity.

60 minutes
32
Apply your knowledge of problem solving, capacity and volume to set up a problem-
solving lesson for Grade 6 learners. Take the following into account:

x Plan your lesson on the lesson planning template on MySANTS (see

Addendum A).
x You should clearly state your lesson objectives.
x Explain what the role of teacher and the learners would be during the lesson.
x Your lesson should have an introduction and conclusion.
x Create a worksheet that learners can complete which forms part of your
lesson.
x Remember to have enrichment for learners as well as support for struggling
learners.

Commentary:
Share your lesson with your study group. Be open to their comments and
suggestions. Keep your lesson plan for use during WIL and in your own teaching.

Now that you have an understanding of capacity, volume and solving problems based
on capacity, let us explore how learners should be assessed on the topic.

SECTION 3: ASSESSMENT OF MASS, CAPACITY

AND VOLUME

1. INTRODUCTION
In this section, you will learn more about assessing learners’ understanding of capacity
and volume. As you will remember from the previous Unit of this module, there are
various assessment tools which can be used to assess learners. It is always important
for you, as the teacher, to keep your aim of the assessment in mind when you assess.

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33
Revise what you have learnt about assessment of learning in Education Studies 3:
Curriculum, Pedagogy and Assessment (B-EDS 213). Also refer to the introductory
module, I-MAT 120 as well as Section 4 (pp. 293-295) of the curriculum (DBE,
2011a) regarding assessment of mathematics learning:
Department of Basic Education (DBE). (2011a). Curriculum and Assessment Policy
Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government Printers.
Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements
(CAPS)/CAPSIntermediate.aspx

1. Provide a complete definition for formative and summative assessments

specifically clarifying the goal of each type of assessment.
2. Reflect on and then categorise the following types of assessment tools according
to formative or summative:
x Projects
x Worksheets
x Test
x Examination
x Investigation

Commentary:
Formative assessments would always be somewhat more informal. Informal
assessment is the daily monitoring of learners’ progress while summative
assessments are formal and comprise of two components, namely, School-Based
assessment and end-of-year examinations.

Formative assessment takes place through teacher observations, class discussions,

practical demonstrations, teacher-learner conferences, classroom interaction and so
forth. Informal assessment should be used to provide learners with constant feedback
on how the learning process is progressing. For the teacher, it should provide valuable
feedback on the learners’ understanding of concepts and should guide the teacher’s
planning.

Self-assessment and peer-assessment also fall under informal assessment. It is

important because it gives learners the opportunity to learn from and reflect on their
own achievements.

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Formal assessments consist out of the following:

1. Tests and examinations: These are individualised assessment tasks which

are set up carefully to give learners the chance to show their understanding of
mathematical concepts. The questions should be on a variety of cognitive
levels. Memorandums are necessary to mark these assessments effectively.

2. Projects: These assessments are used to test a variety of skills and concepts.
Through projects, learners can demonstrate their understanding of
mathematical concepts and apply them to real-life situations. Projects should
be based on learners’ cognitive level. The assessment criteria should be
indicated clearly on the assessment.

3. Investigations: The aim of investigations is to improve critical and creative

thoughts. They can be used to discover new concepts, develop inductive
reasoning and the identification of patterns or relationships. Investigations are
mostly assessed by means of rubrics. Some skills which are assessed in
investigations include:

x Organising and noting of ideas and discoveries.

x Communicate ideas with appropriate statements.
x Calculations which indicate a clear understanding of the concepts involved.
x Making generalisations and conclusions.

We will now explore appropriate assessment items for each grade. [Note: Although
we present these tasks as assessments, the tasks (or parts there-of) may also be used
as examples of learning or teaching activities. In that case, new, but similar
assessments should be set.]

2. WORKSHEETS
We start with assessment examples for Grade 4.

2.1 Grade 4

Consider the worksheet examples below before you complete the next activity.

TOPIC: Mass GRADE 4

1. Convert the following from kilograms to grams.

a. 6 kg (1)
b. 15 kg (1)
c. 23 kg (1)

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2. Convert the following to from grams to kilograms.

a. 4 000 g (1)
b. 3 250 g (1)

3. Tom can carry 22 kg 500g in his backpack. He already has 13 kg 750g packed
in. How much mass can he still pack in? (2)

TOPIC: Capacity and volume GRADE 4

1. Say if each of the following statements are true or false.

a. Volume is the amount a container can hold. (1)
b. Capacity is the amount a container can hold. (1)
c. We measure capacity in grams and kilograms. (1)
d. 350 mℓ is one cup. (1)
e. 1 mℓ = 1 000 ℓ (1)

2. Convert the following to millilitres.

c. 17 ℓ (1)
d. 6 ℓ (1)

3. Convert the following from millilitres to litres.

a. 4 025 mℓ (1)
b. 9 250 mℓ (1)

4. Solve the following problem:

Sam has two bottles of cool drink. Each bottle holds 3 ℓ. She also has four
cups of cool drink. Each cup holds 250 mℓ of cool drink.
a. How much cool drink does Sam have? Give your answer in millilitres. (2)
b. Sam wants to pour the cool drink into glasses which can take 200 mℓ. How
many glasses will Sam need? (2)

As you can see in these assessment items, it is necessary to include questions on a

variety of cognitive levels. You will normally start basic, routine questions which tests
learners’ basic knowledge and understanding of the concept at hand. The last question
will be a higher order question which tests learners’ ability to think critically and solve
non-routine problems.

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1. Set the memoranda for the worksheets above. Indicate clearly where you will
give marks.
2. Create a worksheet for Grade 4 learners where they practically need to measure
the capacity of certain things and then answer questions on it. Remember to
include questions a different cognitive levels. Also provide a memorandum.

Commentary:
Compare your memoranda with your study group. Be open to their comments. Keep
your worksheet for use during WIL or in your own teaching.

2.2 Grade 5

Here are some examples for Grade 5.

TOPIC: Mass GRADE 5

1. Complete the table to say in which unit you will measure the mass of the
following objects: (3)

Objects Unit of measurement

Pencil
Your friend
A tomato

2. Convert the following: (2)

a. 44 000 g to kg
b. 4,5 kg to g

3. Five friends have the following masses: 35 kg, 42 kg, 32 kg, 41 kg and 38 kg.
The elevator states that it can carry a maximum of 11 people and a maximum
weight of 600 kg.
a. How many people can still get into the elevator? (1)
b. What is the maximum mass the amount of people in (a) can have
altogether? (2)

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TOPIC: Capacity and volume GRADE 5

1. Write the reading shown by each graduated cylinder. (3)

2. Johnathon has 10 ℓ of fruit juice. He pours the juice into bottles. Each bottle has
a capacity of 300 mℓ.
a. How many bottles does he need to pour over all 10 ℓ? (2)
b. How much of the juice will be left over if he fills all the bottles? (3)

Now complete the next activity.

30 minutes
35
Work out the memoranda for the above Grade 5 tasks. Remember to indicate exactly
how marks will be allocated for each question.

Commentary:
If you feel that some questions need to be more or fewer marks, discuss it with your
study group to see if they agree with you. Remember that it is important to reflect on
worksheets and to change the mark allocation if needed – that is why assessments
should be moderated. Keep the worksheets and memoranda for use during WIL or
in your own teaching.

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2.3 Grade 6

Consider the next examples:

TOPIC: Mass GRADE 6

1. A total of 50 learners more or less had the same height and mass and are placed
together in a group. The mass of each learners is about 38 kg.
a. What is the mass in grams of one learner? (1)
b. Calculate the total mass of all the learners in the group in kg. (2)
2. One of the largest land predator dinosaurs, the Tyrannosaurus rex, had a mass
of approximately 6 800 kg. How much heavier is the Tyrannosaurus rex than
the group of 50 learners? (2)
3. Work out how many strong rugby players with a mass of 100 kg each are
needed to equal the mass of one Tyrannosaurus rex. (2)

TOPIC: Capacity and volume GRADE 6

1. Explain the difference between volume and capacity. Make use of an example.
(4)
2. Complete: (4)
a. 5 ℓ 562 mℓ = … mℓ
b. 6 ℓ = … mℓ
c. 1 kilolitre = … litres
d. 2,76 kℓ = … mℓ

3. A miner takes a 5-litre container full of water underground. The team of workers
drink from a mug that can hold 200 mℓ.
a. What is the capacity of the mug? (1)
b. How many mugs full of water can the team pour from the container? (2)
c. On a certain day the team drank 13 mugs of water. How much water was
left in the container? (2)

As you can see in this worksheet for Grade 6 learners, we again include a variety of
questions on a variety of cognitive levels. It is important that the marks allocated for
each question, appropriately reflects the difficulty and amount of work needed to
answer the questions.

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36
1. Set the memoranda for the Grade 6 worksheets above. Indicate clearly where
you will give marks
2. Create a worksheet for Grade 6 learners to assess the measurement of mass of
certain things and then answer questions on it. Make sure that your questions
cater for a variety of cognitive levels. Also provide a memorandum.

Commentary:
Keep the worksheets and memoranda for use during WIL or in your own teaching.

2.4 Grade 7

Study the example worksheet for Grade 7.

TOPIC: Capacity and volume GRADE 7

1. A rectangular prism has a volume of 24 cm3. In the table below, provide four
possible dimensions that the prism may have. One possible combination is
already given as an example. Your examples must be different from this one.
(4)
Height Width Length
6 cm 2 cm 2 cm

2. The inside of the boot of a car is the shape of a rectangular prism. The prism
has a length of 1,33 m, a width of 65 cm and a height of 80 cm. Determine the
capacity of the boot in litres. (5)

3. The volume of a cube is 27 cm3. Determine the surface area of the cube. (3)

As we review the examples of worksheets given to learners through the grades, we

can see how the types of questions become progressively more challenging. In Grade
4 learners are mostly expected to do routine questions and solve routine problems. By
Grade 7, learners should be able to reason more and answer non-routine questions
where they have to think critically and integrate various mathematical concepts to
answer the questions.

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37
1. Work out the memorandum for the Grade 7 worksheet. Remember to indicate
exactly how marks will be allocated for each question.
2. Create a worksheet for Grade 7 learners to assess the measurement of capacity,
volume and mass of certain objects and then answer questions on it. Make sure
that your questions cater for a variety of cognitive levels. Also provide a
memorandum.

Commentary:
Share your answers and worksheet with your study group. Be open to their
comments and suggestions. Keep the worksheets and memoranda for use during
WIL and in your own teaching.

We will now explore another assessment tool, namely projects.

3. PROJECTS
Projects are assessments that test a variety of skills. The one main aim of projects is
to show learners the value of mathematics in relation to the real-world. It is important
to make sure that a project given is on the cognitive level of the learners. Let us look
at an example of a project.

PROJECT: Volume and surface area GRADE 6

Find the list of containers below. Draw the table as shown below and do your
research on the containers. Complete the table.

Volume/Capacity
General description Actual container
In litres In millilitres
Tin of food
Juice
Measuring jug
Large bottle
Cooking oil
Bucket or tank

Answer the following questions about your findings:

1. Which container had the biggest capacity?
2. Which container had the smallest capacity?
3. If you had 10 litres of water, calculate how many of each of the containers can
be filled with 10 litres of water.

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This project will be marked by means of a rubric. Look at an example of the rubric
which can be used. When setting up a rubric for an assessment task, you have to think
carefully about WHAT you actually want to assess. This will form the criteria for your
rubric.

Criteria 2 1 0
Project handed in On time. One day late. More than one day
on time. late.
Accurate Table is properly Some containers Did not complete
description of copied, and all are not properly first column of the
actual containers containers have explained or left table by describing
which have been been found and out. the containers.
collected. described.
Measurement in Very accurate Some Did not complete
litres and measurement measurements are measurement of
millilitres provided in litres left out or done containers in litres
accurately. and millilitres. incorrectly. and millilitres.
Answering of Questions are Attempt to answer No attempt to
questions and accurately questions. Some answer questions.
calculations. answered. mistakes in No calculations
Calculations are calculations. are shown.
shown and no Mostly accurate.
mistakes have
been made.

Now complete the next activity.

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38
1. Complete the project yourself and assess your own understanding of volume and
capacity by using the rubric.
2. Reflect on the efficacy of the project and rubric above. Write a paragraph on
how you can improve the project and rubric.

Commentary:
Keep in mind that when your learners should use their own resources to do a project,
you cannot have a fixed memorandum. Therefore it would be best to assess the
learners using a rubric.

We will now explore how investigations can be used as assessment tools.

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4. INVESTIGATIONS
As discussed earlier in this unit, investigations are formative assessments which
develop creative and critical thinking in learners. It gives them the opportunity to
develop the organisational skills and ability to write up findings and conclusions.
Learners learn to effectively communicate their ideas and statements. Learners can
also do accurate calculations to show their understanding of mathematical concepts
and from there make generalisations and conclusions about the topic at hand (Bowie,
Cronje, Heany, Maritz, Olivier, Rossouw & Willers, 2014).

Next, we will look at an example of an investigation which can be used to develop

learners’ understanding of surface area and volume.

INVESTIGATION: Volume and surface area GRADE 6

We investigate the following: Do rectangular prisms with a fixed volume have the
same surface area?

1. Write down the volume of each of the rectangular prisms in terms of the number
of cubes. What do you notice? (4)

A B C

2. Calculate the surface area in terms of the number of squares of each

rectangular prism shown above. What do you notice? (4)

3. Is it true that rectangular prisms with the same volume can have different
surface areas? Why do you say so? (2)

4. Which rectangular prism above has the smallest surface area? What is this
rectangular prism called? (2)

5. Now investigate by using 64 small cubes (like the cubes each object is built
of). (8)
a. How many different rectangular prisms can you build with each having a
volume of 64 cubes?
Copy the table below into your exercise book. Add 4 more rows. Use the
prisms you built in question 5 to complete the table. The first row has been
completed for you as an example.

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Length Width Height Volume in Surface area in

number of cubes square units
64 1 1 64 258

b. Find the surface are of each prism and write it in the table. What do you
notice?
c. What are the measurements of the rectangular prism with a volume of 64
cubes that has the smallest surface area? What do we call the rectangular
prism?

TOTAL [20]

Let us look at a memorandum for the above investigation. You will see that Question
5 will be marked by means of a rubric.

INVESTIGATION: Grade 6 – Volume and surface area MEMORANDUM

We investigate the following: Do rectangular prisms with a fixed volume have the
same surface area?

1. Write down the volume of each of the rectangular prisms in terms of the number
of cubes. What do you notice? (4)

A B C

x The learner can calculate the volume of each rectangular prism by

counting the number of cubes.
x The volume of each cube is 8 units. 999
x The learner should notice that all the prisms have the same volume. 9

2. Calculate the surface area in terms of the number of squares of each rectangular
prism shown above. What do you notice? (4)

x The learner should calculate the surface area of the squares by counting
the outside squares shown on each rectangular prism.
x A: 28 square units B: 24 square units. C: 26 square units 999
x Each prism has a different surface area even if they have the same
volume.9
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3. Is it true that rectangular prisms with the same volume can have different
surface areas? Why do you say so? (2)

x Yes, 9 we can see from our calculations above that even though prisms
can have the same volume, this does not mean that their surface area
would be the same.9

4. Which rectangular prism above has the smallest surface area? What is this
rectangular prism called? (2)

x Prism B has the smallest surface area with a surface area of 24 square
units. 9
x Prism B is called a cube. 9

5. Now investigate by using 64 small cubes (like the cubes each object is built
of). (8)
a. How many different rectangular prisms can you build with each having a
volume of 64 cubes?
Copy the table below into your exercise book. Add 4 more rows. Use the
prisms you built in question 5 to complete the table. The first row has been
completed for you as an example.

Length Width Height Volume in Surface area in

number of cubes square units
64 1 1 64 258

b. Find the surface are of each prism and write it in the table. What do you
notice?
c. What are the measurements of the rectangular prism with a volume of 64
cubes that has the smallest surface area? What do we call this rectangular
prism?

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Question 5 will be marked by means of a rubric:

Criteria 2 1 0
Building of different Learner can build at Learner builds at least Learner builds 3 or
rectangular prisms. least 6 different 4 different rectangular less rectangular
rectangular prisms. prisms. prisms.
Completion of table. Table is properly Table is not complete. Did not complete the
completed with all Some information is table or completed
columns accurately missing, or some less than 3 rectangular
filled in. calculations are prisms on the table.
incorrect.
Calculation of Very accurate Fewer than 3 mistakes Could not calculate
surface area. calculation of the made in calculating the surface area of the
surface area of each the surface area of rectangular prisms
rectangular prism and each rectangular accurately. More than
correctly completed in prism. Table 3 mistakes made.
table. completed correctly.
Smallest surface Can correctly deduct Can deduct that cube No attempt to answer
area and prism that the cube will have will have smallest questions. No
name. the smallest surface surface area but calculations are
area of 96 square incorrectly calculated shown.
units. the surface area.
TOTAL [20]

Now complete the next activity.

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39
1. Complete the table (Question 5) in the previous investigation.
2. Analyse the given rubric.
2.1 Do you agree with the different criteria against whom the investigation
should be measured? Explain in full.
2.2 Do you agree with the weighting of the criteria? Explain in full.
2.3 Change the rubric in such a way that you are satisfied with it.
3. Share your rubric with your peers in the study group. Be open for their critique
and comments.

Commentary:
It is a skill to set appropriate rubrics. Do not feel ashamed to ask for help. Once you
are a teacher, ask other mathematics teachers at your school to evaluate your rubric.
Also ask your HoD for assistance. You can save yourself a lot of trouble if your rubric
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is fool proof, compared to a rubric you have to change once the learners have
already submitted their investigations. Remember, the learners must receive the
rubric beforehand i.e. at the same time as the investigation. They need to know how
you will be awarding marks.

All the learners in your class will not be on the same cognitive level. Some learners
may need some extra support. Let us look at how we can identify and support barriers
to learning mass, capacity and volume.

5. IDENTIFY AND SUPPORT BARRIERS TO LEARNING

IN MASS, CAPACITY AND VOLUME
Educational equity is a key component of high-quality mathematics teaching. High
quality mathematics instruction require high expectations and strong support for all
learners (Van de Walle et al., 2010).

There are various barriers to learning which learners may experience in the classroom.
It is your role as a teacher to identify these learning barriers and think of how you can
mitigate them to ensure that all learners have equal opportunities to learn and to grow
in order to achieve their full potential. The following table shows some of the possible
learning barriers which learners may experience.

Table 3: Possible learning barriers

Type of barrier Examples

Physical Hearing loss, chronic illnesses, paralysed in a
wheelchair, eyesight.
Cognitive Mentally disabled, specific learning difficulties like
ADHD, ADD or dyslexia.
Specific academic Gaps in education – e.g. COVID-19 will be a cause
experiences/problems for numerous learning barriers in the years to come.
Psychological/Emotional Too many experiences of failure – no motivation,
post-traumatic stress disorder, depression.
External factors Difficult family dynamics, constantly moving homes,
no stability in home life, hunger, poverty, neglect.
Language barriers The Language of Learning and Teaching is different
from the learners’ home language and the learner is
not fluent in the LoLT.

Van de Walle et al. (2010) explain some research-based strategies which can be
effective in supporting learners who have barriers to learning.

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5.1 Explicit strategy instruction

Explicit instruction involves highly structured, direct, teacher-led instructions on a

specific strategy. The teacher does not only model the strategy and learners practice
it, but eliminates the decision making which may be challenging for some learners.
Teaching routines are used which include demonstration-prompt-practice sequence.
Instructions are given in a step-by-step manner.

5.2 Peer-assisted learning

Learners with special needs often benefit from the modelling and support of their
peers. Peers share knowledge with each other as required. The learner with needs
can be paired with peers who have a more sophisticated understanding of the concept.

5.3 Learner ‘think-alouds’

‘Think-aloud’ is an instructional strategy which involves demonstrating steps to

complete a task while you verbalise the thinking process. The learner follows this
instruction by imitating the steps on a different but parallel task.

150 minutes
40
1. Reflect on the possible barriers to learning.
x Did you identify some of these barriers during WIL or in your own teaching?
Briefly explain.
x How do you anticipate that these barriers to learning will impact your teaching
of mass, capacity and volume? Do some of your own research and write an
essay of about 800 words to explain.
2. Explain how you would go about ensuring that all learners have an equal
opportunity to learn in your class. Provide practical examples.
3. How would you use the strategies of Van de Walle et al. (2010), to support
learners’ development and growth? Provide practical examples.

Commentary:
Remember to talk to your mentor teacher or other mathematics teachers during your
WIL period. They can assist you with ideas on how to handle these barriers when
teaching mass, capacity and volume.

Do not forget that the school will have a personal file (profile) of each enrolled
learner. With permission, go and read the file of an identified learner with learning
barriers. You might find reports from other professionals giving suggestions on how
to deal with the learning barriers.

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There are some learners who will struggle to complete formal assessments. The
teacher should be able to differentiate and support learners in assessments as well.

Here are some guidelines to ensure that all assessments are inclusive:

x Learners may need concrete apparatus during assessments.

x Assessment tasks may have to be broken up into smaller parts for the learner.
x Learners may need to be given extra time for assessments.
x Some learners may need to do assessments in a separate venue to limit
distractions.
x A variety of assessment tools should be used, as some learners may not be
able to show their understanding through written tasks.
x Learners who have difficulty with reading (e.g. dyslexia) can have assessments
read to them.
x A sign language interpreter can be used.
x Assessment tasks could be available in braille or enlarged with bolded text.
x The forms of assessments used should be age- and developmental level
appropriate.

Before you can go on to Unit 3, complete the self-assessment to make sure that you
have a good understanding of all concepts explored in Unit 2.

60 minutes
41
Self-assessment activity: Unit 2

If your answer is UNSURE or NO on any of the criteria, go back to the relevant

section to study it again.

Now that I have worked through this unit, I

YES UNSURE NO
can:
Explain how to introduce measuring of mass by
using non-standardised units.
Describe how to skilfully facilitate measuring of
mass using standardised units.
Confidently and competently teach conversion
between different units of mass.
Develop and provide situations for learners to
extend knowledge on mass through word
problems.

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Define key concepts relating to capacity and

volume.
Explain how to introduce measuring of capacity
by using non-standardised units.
Describe how to skilfully facilitate measuring of
capacity using standardised units.
Confidently and competently teach conversion
between different units of capacity.
Develop and provide situations for learners to
extend knowledge on capacity and volume
through word problems.
Develop and provide appropriate assessments
for learners to reason about measurement of
mass, capacity and volume.
Discuss how to identify and support learners
with barriers to measurement of mass, capacity
and volume.

In Unit 2 we looked at key concepts relating to Mass, Capacity and Volume and how
to teach these to Intermediate Phase and Grade 7 learners. The next unit will focus
on the measurement of Time and Temperature and how to teach this to Intermediate
Phase and Grade 7 learners.

UNIT 3: MEASUREMENT OF TIME AND

TEMPERATURE

1. INTRODUCTION
Understanding time and temperature are important life skills as it helps people to make
sense of questions like:

x What is the time? How much time do I have left?

x What time is the train coming? How long will the taxi take to get me to
Johannesburg?
x What is the temperature today? Will it be hot or cold tomorrow?
x On what temperature must I set the oven to bake the scones?

Section 1 of this unit focuses on the understanding of time. At the end of the section,
you will be able to integrate your knowledge and skills to teach learners about the
difference between analogue and digital time. The focus will be on the teaching of

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reading time. You will further be exposed to the conversion of time units and doing
calculations with time units.

In Section 2 the focus falls on time zones. You should be able to understand and teach
time zones to learners in the Intermediate phase and Grade 7. Further, you will explore
how to use a wide variety of skills to teach the application of time zones.

In Section 3 you will explore temperature and how it can be taught. You will focus on
teaching the understanding of positive and negative (below zero) temperatures and
facilitating the understanding of measuring temperature in real-life situations.

In the last section, Section 4, you will be guided to provide appropriate assessments
for learners to reason about time and temperature. This will empower you to be able
to support learners with barriers to measurement of time, time zones and temperature.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 3

Unit 3 consists of the following four sections and learning outcomes:

UNIT 3
MEASUREMENT OF TIME AND TEMPERATURE

SECTION 1 SECTION 2
Understanding time Time zones

Learning outcomes: At the end of Learning outcomes: At the end of

this section, you should be able to: this section, you should be able to:
x Integrate knowledge and skills to x Integrate knowledge and skills
teach the difference between to teach the understanding of
analogue and digital time. time zones.
x Describe how to use a wide range x Explain how to use a wide
of skills to teach the reading of range of skills and methods to
time. teach the application of time
x Describe how to skilfully facilitate zones.
the conversion of time units.
x Explain how to use a wide range
of skills and methods to teach the
different calculations with time
units.

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SECTION 3 SECTION 4
Temperature Assessment of time and
temperature
Learning outcomes: At the end of
this section, you should be able to: Learning outcomes: At the end of
x Integrate knowledge and skills to this section, you should be able to:
teach the understanding of x Develop and provide
positive and negative appropriate assessments for
temperatures. learners to reason about
x Explain how to skilfully facilitate measurement of time and
the application of the measuring temperature.
of temperature in real-life x Explain how to identify and
situations. support learners with barriers to
measurement of time and

SECTION 1: UNDERSTANDING TIME

1. INTRODUCTION
When ancient people began to measure time, they based their measurement mainly
on:

x Changes from day to night;

x Time between full moons; and
x Seasons.

These three lengths of time became the base (foundation) for days, months and years.
Later, people developed time units that were shorter than a day. The Babylonians
used sundials to divide the time from sunrise to sunset into 12 parts, which we call
hours. As the Babylonians used a sexagesimal (counting in 60s) system for
mathematics and astronomy, they divided an hour into 60 minutes and a minute into
60 seconds.

Time is different from other measurement attributes that are commonly measured,
because it cannot be seen or felt. It is, therefore, more difficult for learners to
understand the units of time or how they match against a given period of time (Van de
Walle et al., 2010).

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The continuous concept of time and measuring time starts with a year divided into
months, months into weeks, weeks into days and days into hours, minutes and
seconds. As time is not measured according to the metric system and no definite
pattern can be observed as in the metric system, it is a difficult concept for most
learners to understand (Naudé & Meier, 2015).

According to Luneta (2014) an understanding of time involves three key aspects:

x Understanding the concept of time duration – time elapsed.

x Appreciating the passing and sequencing of time; and
x Determining a given point in time through reading a clock face – the time now.

All three aspects are essential in developing time sense (Buys & Veltman as cited in
Luneta, 2014, p. 413).

Let us look at WHAT to teach learners about Time.

Grades 4, 5 and 6 learners must be able to:

x Read, tell and write time in 12-hour and 24-hour formats on analogue and
digital instruments in hours, minutes and seconds.
x Read calendars.
x Solve problems involving calculations and conversion between appropriate
time units including the following:
o Grade 4 – Calculate days between two dates and time intervals given in
minutes and hours.
o Grade 5 – Calculate time intervals given in seconds and minutes; minutes
and hours; hours and days; days, weeks and months; years and decades.
o Grade 6 – Calculate time intervals given in seconds and minutes; minutes
and hours; hours and days; days, weeks and months; years and decades;
centuries and years; time differences based on time zones.

HOW to teach concepts and skills involving time will be discussed next. Before you
expose your learners to any activities to teach time, you must ensure that you work
through the activities yourself in order to prepare yourself well to teach your learners.

2. TEACHING THE READING OF TIME

Everyone has to know HOW to tell time (‘time now’) in order to get to work or school
at the appropriate hour, cook food for the correct length of time, and so on.
Understanding and reading time correctly is an important life skill for all learners.
Learners must know certain times such as when school begins, when it is lunchtime,

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when the school day ends, when they must do homework and chores and when it is
their bedtime.

Teaching the measurement (‘time elapsed’) of time can, however, be tricky and
frustrating at times. Time concepts can be difficult for some learners to grasp. For
some learners, time is an abstract intangible concept. Learners do not only have to
learn about time concepts but they must also learn about devices for measuring time,
for example, clocks, egg timers and calendars.

Learners start learning about time and time concepts very early in their lives. To
introduce time, let learners guess the time by observing the position of the sun in the
sky and the activities they do during the day. What is the position of the sun when you
eat breakfast? What is the position of the sun at the end of the school day? What is
the position of the sun late in the afternoon?

However, do NOT accept that your learners know and understand HOW to read and
write time and HOW to solve problems involving time when they arrive in Grade 4!
Some Grade 4 (and even older) learners may still struggle with these concepts. We
therefore start right at the beginning. Teaching time must start with sequencing of
events.

2.1 Sequencing of events

Guide learners to draw a sequence of events in the order they experienced them. Start
with the events of a single day.

2.1.1 Sequence events in one day

In the early years of learning about time, learners are in the pre-operational stage of
learning, according to Piaget (refer to I-MAT 120). This means that learners struggle
to think logically about or make their own mental pictures of time. It makes it difficult
for learners to understand time.

The initial goal of teaching time should be to formalise the idea of time and to help
learners understand that life is structured by time every day. The focus should be on
the development of the language used of time by using words such as: before, after,
morning, afternoon, evening, tomorrow, yesterday and last week.

In sequencing events the most important question is: WHEN? Start with the events in
one day. To understand the sequencing of events let learners give you the activities
that they do in a day. Write these activities on the chalkboard. Let your learners then
discuss the activities and sequence the events in their day. Let them place the events
in the right sequence by using the numbers 1 to 6. Here is an example:

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Place the events in the correct sequence.

Use the numbers 1 to 6 to show the correct time sequence:

________ Eat breakfast ________ Go to bed at night

________ Brush teeth ________ Go to school
________ Get up in the morning ________ Go home and do homework

First explain what is meant by ‘day’ and ‘night’ and then extend this to ‘morning’; ‘noon’;
‘afternoon’; ‘evening’ and ‘night-time’. These ‘beacons’ can help learners to sequence
their events as they happen in a certain order i.e., morning, noon, afternoon, evening
and night-time.

Once learners have mastered the sequencing of events in a day, let them then
sequence events that happen over a longer period of time.

2.1.2 Sequence events over longer periods of time

This activity can include events within a day or events over a period of time, such as
highlights of their lives up to date (a personal timeline) or a short holiday. E.g. Pete
described the sequence of events as follows:

“We went to camp out in the veld on a Friday. We drove for a long time and
came there late at night. We made a fire and had a braai. We put up the tent
and went to sleep around ten o’clock. During the night we heard a lion roar, so
we left early Saturday morning.”

Study Pete’s timeline of what was supposed to be a holiday weekend.

FRIDAY SATURDAY

(SANTS, 2020)

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Next, provide learners with a scenario of events in pictures or in written text that they
must sequence in the correct order.

2.1.3 Sequence events in written texts

Here is an example of events in written text. You can read the scenario to learners or
provide them with the written text. Let them then write down the given events and
sequence them in the correct order by using the numbers 1 to 6.

ADAM’S TRAINING

Adam was training for athletics. He practiced each day in the morning. The first thing
he did was to stretch his muscles and make sure his muscles were ready to run. He
stretched for ten minutes. Then, he would run up and down the stadium steps three
times before heading to the track. After running up the stadium steps, Adam would
do twenty laps around the track. Finally, he would run all the way home and eat a
large breakfast before showering.

Place the events in the correct sequence by using the numbers 1 to 6:

________ Adam ran up and down the stadium steps three times.
________ He took a shower.
________ Adam stretched his muscles for ten minutes.
________ He ate a large breakfast.
________ Adam did twenty laps around the track.
________ He ran all the way home.

You are now ready to complete the next activity.

30 minutes
42
1. Write your own passage (two to three paragraphs) with events and relevant
activities to give Grade 4 learners the opportunity to revise sequencing events
which was dealt with in the Foundation Phase.
2. Formulate suitable questions/instructions based on your passage that will
promote Grade 4 learners’ understanding of sequencing.

Commentary:
Do not copy the examples in the CLG. Think of your relevant real life situations
applicable to the learners you are going to teach. Keep your passage and
questions/instructions for future use during WIL or in your own classroom.
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When learners know what is meant by the sequence of events, they are ready to learn
more about the duration of events. HOW to teach the duration of time will be discussed
in the next paragraph.

2.2 Duration of time

Time can be thought of as the duration of events from its beginning to its end. In short,
‘duration’ means ‘the time that it takes’ to complete an activity. Some things take longer
to do; other things take a shorter amount of time to complete. Learners must
understand this concept before they try to make sense of hours, minutes and seconds.
For learners to develop a deep understanding of the duration of time, they need to
compare the duration of time for different events (Van de Walle et al., 2010).

When we talk about the duration of time, we ask the question: How much time has
passed? The passage of time is measured by counting units of time that repeat in a
regular and predictable manner. The passing of a day is, for example, marked by the
rising and setting of the sun.

Learners can compare the duration of events which begin at the same time. The
shorter duration event will end first and the other event will last longer. This type of
comparison only works when both events start at the same time. We need to also be
able to work with the duration of events which do not start together. This requires a
form of measurement of time. Some units of time can include: the dripping of a faucet
(valve), the beats of a metronome, the swing of a pendulum, the natural cycles of a
day and then seconds, minutes and hours.

Learners must understand the concept of longer and shorter before they are
introduced to the formal use of seconds, minutes and hours. A fun activity is to wipe
the chalkboard with a damp cloth on a hot day. Let learners then count and observe
how long it takes for the water to disappear (usually a minute or two).

Or let learners use a sand timer (egg timer or hourglass) to ‘time’ an activity. For
example: Counting in fives as far as they can or up to a certain number e.g., 100.

An ordinary EGG TIMER is a device with the primary function to measure a set
amount of time. The set time is usually three minutes, being the
approximate time, it takes to cook an average-sized egg in water up to
soft-boiled stage.

When an egg is boiled, timing is important!

(Koch, 2019)

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During cooking, changes within the egg

cannot be seen through the egg shell. The egg is cooked to
the soft-boiled stage.

(Ivabalk, 2018) (Amin, 2017)

Ask learners if they know ‘how long’ eggs must be cooked? Soft-boiled eggs are boiled
for 3 minutes. If a person wants a hard-boiled egg, the egg must be boiled for longer
(up to ten minutes). Egg timers can be used for many activities – not only for boiling
eggs. Some people use egg timers for timing their turns when they play chess. Some
learners might even have experience of games such as Pictionary or Trivial Pursuit
where one is only allowed a certain amount of time to answer a question.

Structure events where learners can practically compare events in terms of the length
of time they take (their duration). Encourage learners to describe in detail using the
language relevant to duration of time - slow, fast, faster, slower, longer, and shorter,
for example: “It takes a long time to read a book, but it takes a short time to blink an
eye”.

Ask learners first before you tell them that time is measured in seconds; minutes;
hours; days; weeks; months and years. Discuss the approximate duration of 1 second
i.e., the time that you take to clap your hands once or the time that you take for one
count. To count at normal speed up to 5 should take you approximately 5 seconds.
Some people will count as follows: one Mississippi, two Mississippi, three Mississippi,
four Mississippi, five Mississippi. The time it takes to say Mississippi will make up the
rest of the second. Try this yourself!

Let your learners sit quietly with their eyes closed and hold up their hands when a
second (5 seconds, 10 seconds, 30 seconds, and a minute) has passed. This will help
them to get an idea of the duration of these time spans. Time this on your wristwatch,
cell phone or even on a stopwatch. Like with the other attributes, estimation of time is
a skill that should be developed.

Stopwatches are commonly used in sports events to accurately time the duration of
events like:

x The time it takes to run 100 metres.

x The time it takes to swim 200 metres.
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Note: A stopwatch does not indicate the time as such (actual time) but it can measure
duration of time (how long it takes to complete and event). If you can get hold of a
stopwatch, use it to ‘time’ a few events like, for example, the time learners take to take
out their books or to tidy up the classroom. This is fun – your learners will enjoy it!

Tips when timing

If you have to take time at a school athletics meeting in the future, here are some
tips you should follow:

x Use your index finger, and not your thumb, to press the button. Your index
finger has the fastest and most consistent reaction time of all your fingers.
x When operating a stopwatch, always start and stop the watch
with the same finger. That way no matter what your
reaction time, it tends to balance out.
x When starting a stopwatch at the beginning of a race,
always start it on the smoke of the gun and not the
sound of the gun as light travels faster than sound. In
other words, you will see the smoke first before you hear
the gun!
(Clker-Free-Vector-Images, 2012a)

If learners know more or less ‘HOW LONG’ a second and a minute is, ask them to
‘guess’ the approximate time for other activities. You can also let learners ‘time’ each
other in doing tasks like reciting the multiplication tables, writing a paragraph,
completing a class work or homework activity. Let them challenge each other to see
who can, for example, count the furthest in 5 minutes, etc.

30 minutes
43
1. Describe FOUR (4) activities that can be used to let learners experience the
duration of time.
2. Do you think these activities will promote learners’ understanding of duration of
time? Motivate your answer.

Commentary:
Remember, when you ask “what is the time?” it refers to the ‘time now’ and when
you ask “how long did it take?”, then we refer to ‘time elapsed’ or duration of time.
Keep your activities for use during WIL or in your own teaching.

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Now that you have a firm understanding of the sequencing and duration of events, we
will explore how to teach learners to read the time (time now) on various clocks.

2.3 Reading the time

The common instrument for measuring time is the clock. Reading time has little to do
with measurement, but more to do with the skill of learning to read a dial-type
instrument. Clock reading is an important but difficult skill to teach (Van de Walle et
al., 2010).

When learning to read time on a clock, we are focusing on a point of time which refers
to a specific instant in time or a precise reference point in time (time now). Learners
should be able to read time on analogue as well as digital clocks.

Reading time is a hands-on matter and a very important life skill. Time regulates our
lives. Everything has to be done in and on time. If we are not ready for the 7 o’clock
taxi or bus, we might be late for work or school. If learners are not at school at 8 o’clock
in the morning, they are late for school.

Telling time on clocks is very confusing for learners at first. It is important that learners
are often exposed to reading time on clocks in their daily life. The teacher should
continuously point to the clock on the classroom wall and say, “It’s 10 o’ clock and time
for break” or “You have 15 minutes to complete the task. If it is 20 minutes past 10 you
should be done.” This should happen at regular intervals throughout the day.

Let us start with reading analogue time.

2.3.1 Reading analogue time

When learners learn to read the time on an analogue watch or clock, they must be
guided to associate the time shown by the clock to ‘real time’ relevant to their life world:
break time; time for their daily self-reading session; and time to go home. Then reading
the time would be experienced as meaningful.

Although learners learn to read time in the Foundation Phase, do not assume they can
do that competently when they arrive in Grade 4. Begin by using a paper plate clock
with only an hour hand. A clock with only an hour hand can be read with reasonable
accuracy. The teacher should use lots of approximate language: “It’s about 4 o’clock.”
“It’s a little past 2 o’clock.” “It’s halfway between 9 o’clock and 10 o’clock.”

Count aloud the twelve hours as you point to them on the paper plate clock face. Let
learners set and read the hours according to instructions. Groups of learners can make
their own paper plate clocks.

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The hours go round

‘clock-wise’ from one Clock-wise direction
to twelve.

Hour hand

Class activity 1

Have Grade 4 learners make their own clocks with paper plates. When all learners
have a clock, let them:

x Show 4 o’clock, 6 o’clock, 10 o’clock and so forth.

x Show when is midnight, noon etc.
x Show two hours after midnight.
x Show the hour you go to sleep, when you get up in the morning, when the
school starts.
x What happens at this hour? (set the clock on e.g., 1 o’clock)
x Show the hour that is the same as your age.
x Set the clock to the number of times I knock.

Let your learners also observe, on a real watch or clock, how long it really takes for
the short hand (hour hand) of the clock to move from the one number to the next e.g.,
from 12 o’clock to 1 o’clock (one hour). This is shown next.

1. START
here – at 12 2. Movement of
o’clock. short hand.

3. After an hour
– it’s 1 o’clock.

Movement of hour hand in 1 hour

Encourage learners to be more accurate by using ‘approximate’ language like: “It is

about 11 o’clock” or “It is a little past 10 o’clock” to describe the time.

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The hour hand of the clock completes TWO full revolutions (rounds) in 24 hours
(a cycle of a day). Therefore, we must differentiate between, for example 4 o’clock
in the morning (4 a.m.) and 4 o’clock in the afternoon (4 p.m.).

If learners understand the concept of hours, move to minutes. Show a clock with only
the minute hand (long hand) and the minutes marked in five minutes intervals. Make
sure that learners grasp that an hour consists of sixty minutes. Explain that the
minute hand takes an hour (60 minutes) to complete a full round.

It is important to discuss what happens to the long hand (minute hand) as the short
hand goes from one hour to the next. When the long hand is at the 12, the short hand
is pointing exactly at a number like 1 or 2. This means that is exactly 1 o’clock or 2
o’clock. If the hour hand is about halfway between the numbers, about where would
the minute hand be? Ask your learners “If the hour hand is a little past or before an
hour, about where would the minute hand be?” (Van de Walle et al., 2010).

Classroom discussions like the one mentioned above, are important to develop
learners’ natural feeling and understanding for the workings of an analogue clock.
Learners need to be explicitly made aware of the relationship between the hour hand
and the minute hand.

Once learners have developed an understanding of the relationship between the hour
hand and minute hand, you can introduce them to the 5-minute intervals on a clock.
This representation given next can guide learners to read minutes and understand that
there are 60 minutes in an hour - five minutes from one to the following ‘hour’ numbers.
Link minute reading with counting in 5s up to 60 (Naudé & Meier, 2015). Let your
learners count in fives as you point to the clock and show HOW the minute hand travels
around the clock.

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1. Write the
hours from 1
to 12 down.
2. Write down
the minutes in 5
00 minute intervals.
55 05

50 10

45 15

40 20

35 25
30

Class activity 2
Encourage learners to count by fives going around the clock. Instead of predicting that
the minute hand will point at the 3, encourage learners to say it is 15 minutes after the
hour. As this skill develops, learners should know to always look first at the short hand
(hour hand) to know what time it is approximately. They can then look at the long hand
(minute hand) for a precise reading of the time.

An important aspect of reading time on an analogue clock to focus on, is the role that
fractions play. To introduce learners to the role of fractions in time, have learners
complete the following activity.

Class activity 3

Write on the board: 60 minutes = 1 hour

Let learners write this down.

Ask learners questions like the following:

1. How many minutes will be in:

x hour? [30 minutes]
x hour? [15 minutes]
x hour? [45 minutes]

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x A full hour? [60 minutes]

2. What fraction of an hour is:

x 20 minutes? [ of an hour]
x 30 minutes? [ of an hour]

Learners have to be able to explain how they arrived at their answers.

Remind learners about fractions and how to calculate , and of 60 as we showed

you in the Fundamental module (B-FMA 110) and in Unit 3 of Mathematics Teaching
in the Intermediate Phase 1 (I-MAT 221).

Then use the paper plate clock with the minute and hour hands.

The minute hand

The minute
moved a three
hand moved a
quarter turn.
quarter turn.

A quarter or 15 A quarter past or

minutes to the next 15 minutes past.
hour.

Half an hour or 30 Half an hour past

minutes to the next. or 30 minutes.
The minute hand
moved a half turn.

Point out to your learners that the minute hand is longer than the hour hand and moves
faster. The short hour hand indicates the broad approximate time (nearest hour) while
the longer minute hand indicates the minutes after and until an hour. Also point out to
learners that every time the minute hand completes one full round (a revolution or
a trip around the face of the clock), the hour hand moves one number forward.
Gradually guide learners to understand the movement of the minute hand during a full
round (revolution) and the concepts illustrated on the clock shown previously.

Class activity 4

Let learners then start by setting their paper plate clocks according to times familiar to
them, for example:

x The time school starts. Let them explain how they set the clock.

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x Break time. Ask them what time it is and why they set the paper plate clock to
show this time in a certain manner.
x Show school closing time. Let learners show you how they set the clock.

Also let learners set any other time that you ask them to set. After they have set the
time they must flash (lift up to show) their clocks. You will then immediately see who
needs more assistance and who has mastered the time concepts. Let learners who
have mastered representing time then work in pairs instructing one another to show
different times on the clock. Let them check their partner’s answers. This gives you
the opportunity to work more intensively with those learners who need more individual
practical experience. As they get more skilled, teach your learners to first look at the
hour hand to find the approximate time (hour) and then focus on the minute hand for
more accurate time (minutes before or after the hour).

When learners have grasped reading the time, point out to learners the importance of
indicating if the time that they are reading or talking about is in the morning (a.m.) or
in the afternoon (p.m.). This is very important.

On a semi-concrete level, let learners complete clocks by drawing in the clock hands
(hour and minute hand) on clock stencil prints (or circles drawn) to indicate the time.
They can also write the time on the clocks in words (e.g., 6 o’clock) or convert time in
words to time in numbers.

180 minutes
44
1. Reflect on what you have learnt so far to do the following:
1.1 Prepare an analogue clock. You will need a paper plate, cardboard for hour
and minute hands, split pin and permanent marker for this activity. Keep
this for future use during WIL and in your classroom.
1.2 Use labelled diagrams to illustrate how you will use the paper plate clock to
teach learners to read hours and minutes.
1.3 Do you think the use of a paper plate clock will enhance learners’
understanding of reading time? Motivate your answer.

2. Reflect on your own understanding of reading time on an analogue clock.

x What aspects of reading time on an analogue clock do you anticipate being
difficult for learners? Briefly explain why you say so.
x How can you go about overcoming these challenges? Explain in detail.
Write a few paragraphs of 200 to 300 words in total.

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3. Use your knowledge of teaching time on an analogue clock to develop a lesson

plan for a Grade 4 class. Take the following into account:
x The class has no prior knowledge of an analogue clock.
x Your lesson should have an interesting introduction and conclusion.
x Mention which learning and teaching support materials you will use in your
lesson.
x How will you support learners with a barrier to learning in your lesson?
x How will you enrich the learners that grasped the concepts quickly?
x What challenges do you anticipate for the lesson?
Plan your lesson according to the lesson planning template on MySANTS (also
in Addendum A).

Commentary:
Keep your lesson plan for use during WIL or in your own teaching. When you plan
for the learners to make paper plate clocks, make sure you inform them/ the parents
in advance on what to bring to school. Keep in mind that not all the learners will be
able to bring the materials. Think of substitute materials that can be used: e.g.
instead of paper plates, learners can bring empty cereal boxes to school and cut a
circle from a template to create the clock.

Make sure you have a working clock in the classroom. Use it often to ask your
learners what is the time or how many minutes are left of the lesson, etc. The
advantage of an analogue clock is that you can ‘see’ how much time is left and you
do not have to calculate.

Next, let us look at how to teach learners to read and understand digital time.

2.3.2 Reading digital time

Most learners can read digital time with relative ease, as it simply involves reading the
numbers. The understanding of digital time, however, can be complex and need to be
developed effectively (Harris, 2008).

A digital clock shows the hours and the minutes and shows all 24 hours of the day.
Guide learners to understand that digital time is always shown in four digits. If
required, a zero in front is used as a place holder. For example: Twenty minutes past
four is written as 04:20; Forty-five minutes past six is written as 06:45 (which has the
same meaning as quarter to (15 minutes before) seven o’clock).

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In digital time, the first two digits show the hours, and the last two digits show the
minutes.

23:25
Hours Minutes

There are two different types of digital clocks:

x A 12-hour digital clock goes through two cycles of 12 hours each (starting at
00:00 and ending with 11:59) in a day.
x A 24-hour digital clock goes through one cycle of 24 hours (starting from
00:00 to 23:59) in a day.

If possible, bring a 12-hour and a 24-hour digital clock to class and let learners observe
what happens at and after midday (12:00) on the clocks. Don’t forget that you can use
your cell phone as well. Some wrist watches also have digital time. Explain to learners
that midnight is shown as 00:00. Midday (noon) is shown as 12:00. To find the correct
24-hour digital time, we must add 12 to the p.m. hours. Therefore, 1 o’clock in the
afternoon (p.m.) is shown as 13:00 because 1 + 12 = 13. Similarly, 5 o’clock in the
afternoon (p.m.) will be shown as 17:00 because 5 + 12 = 17.

We use a.m. (ante meridiem in Latin) to describe the hours in the morning (before
midday). We use p.m. (post meridiem in Latin) to describe the hours in the afternoon
or evening (after midday). Explain the difference between the a.m. and p.m. hours to
your learners. Note: Learners do not have to know the Latin words, but they must be
able to clearly differentiate between the hours before and after midday. Write the
explanation on the board and let your learners write it down. This is shown below:

Midday / Noon

00:00 00:01 12:00 23:59 00:00

Before After
midday a.m. p.m. midday

The relationship between the analogue and the digital times is shown next. Write the
table on the board. Fill in the first three values in each of the tables (as shown below)

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and then let your learners complete the rest of the table. Let us start at midnight
and look at the hours from midnight to midday (noon) first:

12 1 2 3 4 5 6 7 8 9 10 11
mid- o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock
night a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m. a.m.
00:00 01:00 02:00 11:00

Do you see that the digital and the analogue hours are the same? Point this out to
your learners. Next, let us look at the hours after midday (12 o’ clock midday). Again,
write the table on the board, assist them to find the first three digital times and let your
learners then complete the table.

12 1 2 3 4 5 6 7 8 9 10 11
mid- o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock o’clock
day p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m.
12:00 13:00 14:00 23:00

Walk around to check that all learners have the correct digital times. Assist those who
still need support to convert analogue time to digital time. Reading and understanding
time is not easy for all learners but it is a very important life skill that must be mastered
by learners. Re-explain if this is required:

x When it is after midday learners must add 12 hours to the p.m. hours.
x For example: 4 o’clock in the afternoon becomes, 4:00 + 12:00 = 16:00.
x Use familiar times to give learners more practice to convert between analogue
and digital 24-hour times.

Class activity 5

How to make your own digital clock for your classroom is shown next.

Step 1

Fold an A4 size of cardboard in the middle to form a ‘tent-like’ e’

shape. Paste a base in place to make it more stable and to form
a triangular prism. This will form the stand of the digital clock.

Step 2

Make:
x One set of cards with the digits 0 and 1.
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x One set of cards with the digits 0 to 5.

x Two sets of cards with the digits 0 to 9 (as shown next).

Step 3

Make holes in the stand and the cards and join the four sets of cards (ranging from 0
to 9) to the stand with string or curtain rings as indicated in the diagram. Draw two dots
on the stand to separate the hours and the minutes.

Insert cards Insert cards

0 to 9. 0 to 9.

Insert cards
0 and 1. Insert cards
0 to 5.

Now the clock can be set to different times

and learners can read the digital time. Allow
the learners to set the clock and ask their
friends to read the time.
0 8 3 5
For more practice in converting between digital and analogue times, provide your
learners with pictures of clocks which show times in the afternoon or evening. Let
learners then write the digital times below the clocks using 24-hour time.

Here are some examples.

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Time is: 14:00 Time is:____ Time is:____ Time is: ____

Note: You can also use your ‘home-made’ classroom

analogue clock to display the times you want learners to
read or to convert. For Grade 6 learners, you can include
clocks with Roman numerals.

(StarkGFX07, 2021)

90 minutes
45
Do your own research on teaching digital time and make notes to plan an interactive
lesson on reading time.

1. Start by following the link below:

https://www.visnos.com/demos/clock
2. Play around with the interactive clock to deepen your own understanding of
analogue and digital time.
3. Find some other interactive internet-based resources available to teach digital
and analogue time.
4. Using the resources you have found, make notes for a lesson plan to teach
digital time to Grade 5 learners using internet-based resources.
5. Reflect on what you have learnt by completing this activity:
5.1 What did you learn that you did not know before?
5.2 What else will you need to present a successful lesson on time reading to
Grade 5 learners? Make your own notes.

Commentary:
Share your lesson plan and interactive internet-based resources with your study
group. Think of ideas on how to teach digital time without having access to electricity

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and/or a computer at the school. Keep your planning notes for use during WIL and
in your own teaching.

Before we can move on to solving problems with time, we need to explore how we can
convert between time units.

3. CONVERTING BETWEEN TIME UNITS

We can use different measuring units to measure time. These Time Ladder
units of time include seconds, minutes, hours, days, weeks
Week
and so on. Before you can do calculations or solve problems
÷7
about time, you need to be able to effortlessly convert between
Day
the units. A time ladder can assist learners to convert between
÷ 24
the different time units. Make your own time ladder poster for Hour
your classroom. An example is shown alongside. ÷ 60
Minute
As you teach learners about time and the units of time, refer ÷ 60
to the time units continuously so that learners know where and Second

how each time unit fits into the ‘bigger picture’.

Use the time ladder to explain the relationship between the different time units. Allow
learners to answer and ask questions.

Ask learners questions like:

x How many seconds are in a minute?

x How many minutes are in an hour?
x How many hours are in a day?
x How many days are in a week?

Let your learners then complete a time conversion table. First do this with your learners
on the board. Let them then write it down in their class workbooks.

TIME CONVERSIONS
x Seconds to minutes 60 seconds = 1 minute
x Minutes to hours 60 minutes = 1 hour
x Hours to days 24 hours = 1 day
x Days to weeks 7 days = 1 week
x Days to years 365 days = 1 year (except in a leap year when
there are 366 days in the year)
x Weeks to years 52 weeks = 1 year

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TIME CONVERSIONS
x Months to years 12 months = 1 year
x *Years to decades 10 years = 1 decade
x *Years to centuries 100 years = 1 century
x *Years to millenniums 1 000 years = 1 millennium

*Learners must also learn about decades (Grade 5), centuries (Grade 6) and millennia
(Grade 7). Remember, do not give the learners just rules to study, ask them how e.g.
many minutes are in a school day or how many days are there in 9 weeks. They must
be able to apply their knowledge.

The following table will help you to convert between units. Ask questions and guide
the learners to complete this table with you.

Convert from… Rule Example

Divide the seconds by 120 seconds = 120 ÷ 60 = 2
Seconds to minutes
60. minutes
Multiply the minutes by 5 minutes = 5 × 60 = 300
Minutes to seconds
60. seconds
Divide the minutes by 420 minutes = 420 ÷ 60 = 7
Minutes to hours
60. hours
Hours to minutes Multiply the hours by 60. 3 hours = 3 × 60 = 180 minutes
Hours to days Divide the hours by 24. 72 hours = 72 ÷ 24 = 3 days
Days to hours Multiply the days by 24. 4 days = 4 × 24 = 96 hours
Days to weeks Divide the days by 7. 21 days = 21 ÷ 7 = 3 weeks
Weeks to days Multiply the weeks by 7. 5 weeks = 5 × 7 = 35 days
Months to years Divide the months by 12. 36 months = 36 ÷ 12 = 3 years
Years to months Multiply the years by 12. 5 years = 5 × 12 = 60 months

Learners must know the time conversions by heart. Without knowing these
conversions, they will not be able to solve problems involving time. Learners must also
know how many days are in each month of the year. All months (except for February)
have either 30 or 31 days. Do you know which months have 30 days and which months
have 31 days? Let us look at this next.

Here is a fun way for learners to remember the number of days in a month.

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To remember the number of days in a month, let learners use their knuckles.
When reciting the months: January, February, March … until December:

x 31 days – knuckle months; and

x 30 days – valley months (except for February!).
31 days
January December

February 30 days November

The months of the year with:

x 28 days - February (except in a leap year).

x 30 days - April, June, September and November.
x 31 days - January, March; May; July; August; October and December.

In a leap year February has 29 days. A leap year occurs every four years. Leap
years are divisible by 4 and have 366 days*. Ask learners to write down the leap years
since 2000. Remind them that a leap year occurs every four years. Let them then use
their sequence of leap years to predict the next leap year.

*As leap years are divisible by 4, you can determine it with the rule of divisibility of a
4: If the two last digits (as a number) are divisible by 4, then the whole number will be
divisible by 4. (Refer to Mathematics Teaching in the Intermediate Phase 1,
I-MAT 221, Unit 2.) A century is not a leap year unless it is divisible by 400. For
example, 1600 was a leap year as 1600 can be divided by 400, however, 1700, 1800
and 1900 were not.

Let us do another example: was the year 1948 a leap year? Look at the last two digits
as a number. Thus, 48. Is 48 divisible by a 4? Yes, 48 ÷ 4 = 12. Thus, the year 1948
was a leap year. Can you guess when it will be our next leap year? Yes, it will be 2024
(because 24 is divisible by 4).

A clear understanding of time concepts and good time conversion skills are VERY
IMPORTANT requirements for solving problems involving time. Ensure that your
learners meet these requirements before you let them solve problems involving time.

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30 minutes
46
Test you own knowledge of converting time units by completing the following activity
(do this as fast as you can):

1. How many seconds are there in the following?

1.1 6 minutes
1.2 12 minutes
1.3 21 minutes

2. How many minutes are there in the following?

2.1 90 seconds
2.2 360 seconds
2.3 780 seconds

3. How many days are there in?

3.1 5 weeks?
3.2 14 weeks?
3.3 82 weeks?

4. How many months are there in?

4.1 11 years?
4.2 105 years?
4.3 96 years?

5. How many years are there in?

5.1 23 decades?
5.2 5 decades?
5.3 112 decades?

Commentary:
Compare your answers with your peers in your study group or with what you have
learnt earlier in this section. Keep this activity for use with learners during WIL or in
your own teaching.

Next we are looking at how to solve problems involving time.

4. SOLVE PROBLEMS INVOLVING TIME

Learners must be able to use their knowledge of time duration, time reading and time
conversions to solve problems. When you give your learners problems to solve, make
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sure that the context for the problem is chosen so that learners will be able to make
sense of the problems.

Always start with simple problems. If your learners need concrete materials to help
them to solve the problems, make these available to them. We showed you different
strategies to problem solving in Mathematics Teaching in the Intermediate Phase 1
(I-MAT 221), Unit 3. Revise this unit again before you give your learners time problems
to solve.

Determining elapsed time is a skill that all learners should develop. Elapsed time
describes how much time has passed between two dates or times. Clocks and
calendars are used to calculate elapsed time. This skill starts in Grade 3, but you
should not assume that all learners have the ability to calculate elapsed time. Being
proficient in converting between time units is important for learners to be able to
calculate elapsed time.

Learners need to have a solid understanding of the following to be able to calculate

elapsed time:

x An understanding of the relationship between the units of time.

x An understanding of a.m. and p.m.
x Be able to convert between 24-hour and 12-hour clock.

There are various strategies which learners can use to calculate the difference
between two times. These strategies include addition, subtraction and number lines.
Open number lines are very effective to track multiple steps and different units. Let
us look at an example of using open number lines to solve a problem.

Example 1

Due to a water problem, school began late today at 10:45 a.m. If you get out at 3:30
p.m., how much time will you spend in school today?

Solution:

Draw an open number line to help you understand the lapse of time.

1. Indicate the starting time and finishing time on the number line.
2. Connect the starting time with the next full hour and determine the amount of
minutes. E.g. 10:45 to 11:00. It is a duration of 15 minutes.
3. Connect the full hour to the finishing time’s full hour and determine the duration.
E.g. 11:00 to 3:00 p.m. (15:00 in 24 hour time). It is a duration of 4 hours.

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4. Connect the last full hour to the finishing time and determine the duration. E.g.
3:00 p.m. (15:00) to 3:30 p.m. (15:30). It is a duration of 30 minutes.
5. Determine the total of the durations. Thus, 15 minutes + 4 hours + 30 minutes
are equal to 4 hours and 45 minutes.

See the following diagram:

15 min 30 min

10:45 11:00 12:00 3:00 3:30

p.m. p.m.

There are four full hours from 11:00 a.m. to 3:00 p.m. Then 15 minutes at the beginning
and 30 minutes at the end, which is a total of 45 minutes. So, you were at school for
4 hours and 45 minutes in total.

There are various ways in which learners can use number lines to work out elapsed
time. It’s important that learners find a way which makes sense to them. We always
want learners to understand what they are busy with. Let us look at some more
examples of calculations involving time.

Example 2

Learners need to be able to do calculations to convert between units of time.

How many seconds are there in:

1. of a minute?
2. 2 minutes?
3. 20 minutes?
4. One hour?

Solution:

1. 1 minute = 60 seconds, then

of a minute = 60 ÷ 3 = 20 seconds

2. 1 minute = 60 seconds, then

2 minutes = 60 × 2 = 120 seconds
minute = 60 ÷ 2 = 30 seconds
120 seconds + 30 seconds = 150 seconds

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3. 1 minute = 60 seconds, then

20 minutes = 60 × 20 = 1 200 seconds

4. 1 minute = 60 seconds, then

60 minutes = 1 hour = 60 × 60 = 3 600 seconds

Example 3

Calculate the number of hours and minutes between 10 o’clock in the morning and:
1. 12:28 p.m.
2. 17:25
3. Quarter to seven in the same morning.

There are various strategies which learners can use to solve the problem. Learners
can use a physical clock to count on, do a subtraction or addition sum or use an open
number line.

Solution:

1. 10:00 a.m. Æ 12:28 p.m.

10 o’clock to 12 o’clock = 2 hours
0 minutes to 28 minutes = 28 minutes
So, the answer is 2 hours and 28 minutes

2. Use clock faces:

The learner can count the hours as the short hand moves around the clock.
Therefore, 7 hours go by. And then count the minutes with the long hand, which
shows 25 minutes go by. In total the duration is 7 hours and 25 minutes.

3. Use a ‘number line’:

06:45 07:00 10:00

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From 10 o’clock you can count 3 hours backwards to 7 o’clock. Then count
another 15 minutes backwards to get to quarter to 7 in the morning. A total of
3 hours and 15 minutes have elapsed between the two times.

Learners need to solve real-life problems with time.

Example 4

Suzy arrived at the bus stop at 7:21 a.m. She missed the first bus with 6 minutes. The
next bus will be arriving at 7:35 a.m.
1. What time did the first bus arrive at the bus stop?
2. How long will she have to wait for the second bus?
3. If she spends on average 25 minutes per day per trip on the bus, how many
hours and minutes does she spend on the bus in a school week?

Solutions:

1. What is 6 minutes before 7:21?

21 minutes – 6 minutes = 15 minutes
Thus, the first bus arrived at 7:15 a.m.

2. End time – beginning time

7:35 a.m. – 7:21 a.m. = ?
7 hours – 7 hours = 0 hours
35 minutes – 21 minutes = 14 minutes
She has to wait 14 minutes for the second bus.

3. 25 minutes per trip. She has to take 2 trips per day (one to school and one back
home).
Per day: 25 minutes + 25 minutes = 50 minutes.
Per week: 50 minutes × 5 days = 250 minutes
To convert the answer to hours and minutes, I need to divide the minutes by
60.
Thus, 250 minutes ÷ 60 ≈ 4,17 hours (rounded off)

Take note: 0,17 hours is NOT 17 minutes.

Think of this: 4 full hours is 240 minutes as you can just multiply the amount of
hours by 60.
Thus, there are 10 minutes remaining.
So the answer is 4 hours and 10 minutes.

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120 minutes
47
1. Before learners can solve problems involving time, they must be able to convert
between the different time units. Illustrate and describe how you will teach time
conversions to your learners.

2. Show how you will demonstrate to learners how to solve the following problems:
2.1 Calculate the number of hours and minutes between 9 o’clock in the
morning and:
a. 13:34
b. 11:25
c. Quarter to eight in the evening.

2.2 Liza arrived at the bus stop at 7:15 a.m. She missed the first bus with 10
minutes. The next bus will be arriving at 7:35 a.m.
a. What time did the first bus arrive at the bus stop?
b. How long will she have to wait for the second bus?
c. If she spends on average 20 minutes per day per trip on the bus,
how many hours and minutes does she spend on the bus in a school
week?

3. Society is time driven. Discuss whether the current prescribed curriculum deals
sufficiently/insufficiently with the concept ‘Time’ in order to prepare learners for
life in society.

4. Study the following journal article from your core reading list and answer the
questions that follow.
It's about time: Difficulties in developing time concepts (Harris, 2008).
Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=32169420&
site=ehost-live
4.1 What are the three main aspects of time which form part of teaching time
in mathematics?
4.2 Clearly describe and explain the main difficulties learners experience in
developing time concepts by focussing on each of the main aspects of
time.
4.3 Explain how you, as a teacher, would go about overcoming some of these
difficulties which learners may experience. Provide practical examples.

Commentary:
Compare your answers with your peers in your study group. Use what you have
learnt from this article when you plan to teach time to your learners.

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Now that you understand how problems can be used to develop learners’
understanding of time and time concepts, let us explore the teaching of time zones.

SECTION 2: TIME ZONES

1. INTRODUCTION
The reading of time zone maps is introduced to learners in the Intermediate Phase in
Grade 6. According to the CAPS curriculum, learners are expected to read time zone
maps and calculate time differences based on time zones (DBE, 2011a).

In this section of Unit 3, we will firstly explore how time zones can be developed in the
Intermediate Phase and specifically Grade 6. We will then look at the application of
time zones and what types of questions can further develop learners’ understanding
of time zones.

2. UNDERSTANDING OF TIME ZONES

Understanding time zones is an important but challenging concept for many people. It
is important to understand where time zones come from. A need for time zones arose
when high speed transportation systems, like ships and later airplanes started
travelling around the globe. In 1884, delegates from twenty seven countries met in
Washington, DC at the Meridian Conference and agreed on the time zone system we
still use today (Martha’s Study Corner, 2011).

Time zones are divided by imaginary lines called meridians which run from the North
pole to the South pole (Time Zones, n.d.). Time zones are based on the fact that the
Earth moves through 15 degrees of longitude each hour. There are 24 hours in a day
and there are 24 time zones. Thus, in one day the Earth will move through all the time
zones as it completes a revolution (360º).

Size of
time zones.

Amount of
time zones. 24 × 15° = 360° One revolution
(1 day).

Time zones are counted from the Prime Meridian (0° longitude), which runs through
Greenwich, England (UK) and is known as Greenwich Mean Time (GMT). The Prime
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Meridian splits the world into the Eastern and the Western hemispheres. Time in
countries east of the GMT is always in front of the time in the United Kingdom. Time
in countries west of the GMT is always behind the time in the UK.

Each time zone is based on a central meridian counted in 15° intervals from the Prime
Meridian. It extends to 7,5º to either side of the central meridian. E.g. New York City
lies in the zone of the 75 ºW central meridian, and the time zone includes all locations
between 67,5 ºW and 82,5 ºW (Martha’s Study Corner, 2011).

Look at the following figure indicating the different time zones.

GMT

Figure 24: Different time zones

(FOTOGRAFIA.Nelo.Esteves, 2007)

When you travel from East to West or the other way around, you have to change the
time on your watch to adjust to the time zones. If you look at the following map, you
can see that South Africa is in the time zone of +2 (adding 2 hours to GMT), while New
York is in the time zone -5 (subtracting 5 hours from GMT). Thus, there is a difference
of seven hours between South Africa and New York. If it is 15:00 in South Africa, what
time will it be in New York? As South Africa is east of New York, it means South Africa
is time wise ahead of New York. So, it will be 09:00 (15:00 – 7 hours) in New York.

If it is 23:00 in New York on 5 June, what time will it be in South Africa? As South
Africa is time wise 7 hours ahead of New York, it means it will be 06:00 on 6 June in
South Africa. See the time zone map in the next figure.

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Figure 25: Time zone map

(Pretorius, Potgieter & Ladewig, 2009)

We will now look at what type of activities learners should complete to develop their
understanding of time zones.

3. APPLICATION OF TIME ZONES

Learners will need to have a time zone map available to them to complete the following
activities. In the next example learners have to read and compare the time zones of
various countries on a time zone map. Learners need to be able to identify how many
hours ahead or behind countries (or cities) are in comparison to a specific country (or
city), like South Africa.

Example 1

1. How many hours behind South African time is:

1.1 Rio de Janeiro
1.2 San Francisco

2. How many hours before South African time is:

2.1 Beijing
2.2 Sri Lanka

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Solution:

When you look at time zone map, you can see that South Africa lies at +2 hours.

1.1 Rio de Janeiro (in South America) is at -3 hours. You can count the amount
of time zones between South Africa and Rio de Janeiro and see that the
difference is 5 time zones. So, Rio de Janeiro is 5 hours behind South Africa,
as South Africa is more to the east.

1.2 San Francisco (in North America) is at -8 hours. You can count the amount of
time zones between South Africa and San Francisco and see that the
difference is 10 time zones. So, San Francisco is 10 hours behind South
Africa.

2.1 Beijing (capital of China) is at +8 hours. You can count the amount of time
zones between South Africa and Beijing and see that the difference is 6 time
zones. So, South Africa is 6 hours behind Beijing.

2.2 Sri Lanka is at +5 hours. You can count the amount of time zones between
South Africa and Sri Lanka and see that the difference is 3 time zones. So,
South Africa is 3 hours behind Sri Lanka.

Have a look at the next example.

Example 2

10:25
The clock on the right shows the time in Perth, Australia.

If it is 10:25 in Perth, what time is it in:

1. Sydney?
2. London?
3. Johannesburg?

Solution:

We have to first find out in which time zone Perth lies by looking at the time zone map.
Perth is at + 8 hours. We can then compare the times of the other cities. It is only the
hours that will change. The minutes stays the same across all time zones.

1. Sydney lies at +10 hours. So, Sydney is 2 hours ahead of Perth, meaning it is
later in the day. The time in Sydney will be 12:25.

2. London lies at 0 hours. So, London is 8 hours behind Perth, meaning it is earlier
in the day. The time in London will be 02:25.

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3. Johannesburg lies at + 2 hours. So, Johannesburg is 6 hours behind Perth,

meaning it is earlier in the day. The time in Johannesburg will be 04:25.

Learners need to be exposed to problems which include duration and time zones.
Look at the following example.

Example 3

Thandi left Johannesburg on Monday at 17:00 on a flight to Beijing. The whole journey
took 15 hours. What time did she arrive at Beijing according to Beijing’s time?

Solution:

We can start by first finding out what time according to South Africa’s time, Thandi
would arrive at Beijing. Once knowing that, we can convert that answer to Beijing time
according to the time zone map.

Step 1:

As the journey took 15 hours, we need to add 15 hours to 17:00. However, as there
are only 24 hours in 1 day, the answer will be during the following day. Let us have a
look:
17:00 + 7 hours = 00:00 (midnight)
00:00 + 8 hours = 08:00

So, Thandi arrives in Beijing at 08:00 South African time.

Step 2:

South Africa lies at + 2 hours. Beijing lies at + 8 hours. Therefore, Beijing is 6 hours
ahead of Johannesburg.
08:00 + 6 hours = 14:00.

Thandi arrives in Beijing at 14:00 Beijing time.

60 minutes
48
1. Apply your knowledge of problem solving and time zones to set up a problem-
solving activity for Grade 6 learners. Take the following into account:
x You should clearly state your objectives for the activity.
x Explain what the role of teacher and the learners would be during the activity.

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x Create a worksheet that learners can complete which forms part of the
activity.

2. Use internet to do research on ‘Daylight saving time’ and create an enrichment

activity for your learners on the topic.

Commentary:
Daylight saving time can be found all over the world. E.g. when it is summer in
London, South Africa is only 1 hour in front of London, while when it is winter in the
northern hemisphere, South Africa is 2 hours in front of London. Some learners
might know this concept as they have friends or family members living abroad and
in countries where daylight saving time occurs.

The first given world map indicating time zones in the module, indicates which
countries make use of daylight saving time. See if you can name a few.

Share your activity and the enrichment activity with your peers in your study group.
Keep both activities for use during WIL and in your own teaching.

Now that you have a good grasp of time zones and are able to apply time zones to
solve problems, we can explore the teaching of temperature.

SECTION 3: TEMPERATURE

1. INTRODUCTION
Temperature is an aspect of measurement which is introduced to learners in Grade 5
and Grade 6 according to the CAPS curriculum. When teaching temperature to
learners there are various aspects which should be focused on. These include:

x The practical measuring of temperature by estimating, measuring, recording

and comparing.
x Measurement instruments: thermometers.
x Units of measurement: degrees Celsius.
x Calculating temperature differences and solving problems in context.
(DBE, 2011a)

2. TEACHING THE CONCEPT OF TEMPERATURE

To introduce temperature to Grade 5 learners, ask them what they know about
temperature. Tell learners that thermometers are used to indicate the temperature
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(how hot or cold it is) inside or outside the house, inside the refrigerator (to make sure
food is kept at the right temperature), inside the oven (to make sure food is cooked at
the right temperature) or even to measure a person’s body temperature if the person
is not well. (Due to the COVID-19 pandemic, learners will have knowledge of body
temperature and at what temperature a person has a fever, i.e. above 38 ºC.)

Discuss the following basic temperature facts with your learners and let them write
them down. Let them learn these facts.

BASIC TEMPERATURE FACTS

x Temperature is a measure of how hot or how cold something is.

x We measure temperature with a thermometer.
x In South Africa we measure temperature in degrees Celsius.
x The symbol for degrees Celsius is °C.
x Water freezes at 0 °C and boils at 100 °C.
x Normal human body temperature is between 36,5 ºC and 37 °C.
x A temperature of 6 degrees below zero is written as: –6 °C (and read as minus
6 degrees Celsius).

Next, we will look at the significance+ of estimating temperature.

2.1 Estimate temperature

When you are busy deciding whether to wear a jacket or not or if your food is cold
enough to eat, you are busy estimating the temperature of objects. When you are
estimating the temperature of objects, you are deciding how warm or cold an object
is.

To be able to estimate temperature accurately, one needs to have some knowledge

of the temperatures of standard occurrences. The following number line shows an
estimate of various occurrences:

Below Above
25℃ 60℃ 100℃
0℃ 0℃ 100℃

Freezing point Room Warm food Boiling point

of water temperature of water

The freezing and boiling point of substances are dealt with in the introductory module
of Natural Sciences and Technology, I-NST 120, as well as in the second module of
Natural Science and Technology Teaching in the Intermediate Phase (I-NST 312).

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x Freezing point – the temperature where a liquid turns into a solid, for example
when water changes into ice.
x Boiling point – the temperature where a liquid changes into a gas, for example
when water boils and evaporates.

2.2 Reading temperature

We use a thermometer to measure the temperature in degrees Celsius (ºC). Let us
look at how you can teach learners to read the temperature on thermometers.

2.2.1 Concrete level

On a concrete level let learners read the temperature at a certain time of day during
the school day for a week and record it in a table. You need to have a thermometer
available for this. You only need one thermometer for the classroom. However, make
sure the thermometer can measure temperatures below zero and up to approximately
50 ºC.

Figure 26: Thermometer

(Verch, 2019)

Show learners how to read the temperature. Learners must get practical hands-on
experience of measuring temperature. Let them take turns to read the temperature. In
South Africa this activity can be done any time of the year. Here we do not experience
a lot of ‘negative’ (below 0 °C) temperatures – not even in winter. Explain to learners
why we must also have a ‘below 0’ scaling on a thermometer.

If you do not have a thermometer your learners can use, ask your colleagues or
neighbours if they cannot assist in this regard. If you are unable to get a thermometer
for this activity, then you will have to rely on news bulletins or the daily newspaper for
the daily temperature. [If you are really unable to locate a thermometer for your
learners to use, draw a large thermometer on cardboard. Use a paperclip to show a
reading. Let your learners then ‘read’ the indicated temperature.]
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Class activity 1

Let your learners record the daily temperature for a week at the same time of day.
Write the table on the chalkboard on Monday and let learners complete the table as
the week goes on. Let them also write down the table in their class workbooks and
keep it updated.

Here is an example of the temperatures taken at a certain school in June at 10:00 in

the morning during a certain school week:

Day Monday Tuesday Wednesday Thursday Friday

Temperature 14 °C 12 °C 16 °C 20 °C 15 °C

Ask learners questions like the following on a daily basis:

x What is the temperature today?

x Is it the same as yesterday?
x Is the temperature higher or lower than yesterday?
x Is it hotter or colder than yesterday?
x What season is it?
x Why are you wearing a jersey/not a jersey today?
x What do you think the temperature will be tomorrow? Will it be hotter or colder?

Discuss the whole week’s results on Friday. Consider the season and the month. Ask
learners if they think the temperatures will be the same in winter as in mid-summer?
Let them give reasons for their answers.

30 minutes
49
Reflect on your knowledge of temperature by answering the following questions:

1. List seven basic temperature facts. Explain why these facts are important for
learners to know.
2. Illustrate how you will explain to learners why we need a below 0 scaling on a
thermometer.

Commentary:
Compare your answers with your peers in your study group. Discuss your
explanation in question 2 with your mentor teacher during your WIL period.

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2.2.2 Semi-concrete level

On a semi-concrete level let your learners draw a graph of the data that they have
gathered during the week.

For some learners, drawing graphs is not easy. Before learners can draw a graph,
they must first draw a set of axes. We will show you step by step how to assist your
learners to draw the set of axes. We call our method the ‘L’ method. Once the axes of
the graph are prepared, half the battle is won! Show your learners on the chalkboard
how to prepare the axes for the graph. [For your own knowledge, refer to Mathematics
Teaching in the Intermediate Phase 2 (I-MAT 312) on how to draw axes. You will learn
more about drawing graphs when you deal with Data Handling in Mathematics
Teaching in the Intermediate Phase 4 (I-MAT 424)]

‘L’- method to prepare the axes for the graph

1. First, use a ruler to draw a large ‘L’ – these are the two axes for the graph (the
vertical and the horizontal axes). Note that the lines of the ‘L’ must meet at a
right angle (90°).
2. The horizontal axis (X-axis) is the bottom line of the ‘L’.
3. The vertical axis (Y-axis) is the upright line of the ‘L’.
4. Label the horizontal axis ‘Days of the Week’. Write each day across at the
bottom of the horizontal axis.
5. Label the vertical axis ‘Temperature’ on the side.
6. Choose a ‘scale’ for the temperatures taking into account the maximum
(highest) and the minimum (lowest) temperature.
7. Name the graph. The name or title of the graph must tell the reader what the
graph is all about.

Prepare your ‘L’ shaped set of axes beforehand on the board!

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Vertical
axis

Horizontal
axis

Right
angle 90º

Let your learners use a sharp pencil and a ruler to prepare their own set of axes in
their class workbooks. The learners should make the scale as accurate as possible.
Walk through the learners and check that they do this correctly. Let your learners then
draw the graph (integrate with Data Handling) according to the recordings of the
temperatures for the week. Our recordings for the week were as follows:

Day Monday Tuesday Wednesday Thursday Friday

Temperature 14 °C 12 °C 16 °C 20 °C 15 °C

Explain to learners how they should plot the temperatures on the graph. Show them
how to plot Monday’s temperature. Do that on the board on your set of axes in front of
your learners. Explain what you do. [Graphs also have rows and columns - remind
learners of how they found the blocks on a coded grid in – refer to Mathematics
Teaching in the Intermediate Phase 2 (I-MAT 312).]

Let your learners then plot the temperatures for the week on the graph. Let learners
assist each other to plot the temperatures correctly. Allow them to use different colours
for the bars of each of the five days in the week. Check that all learners master the
skill to show the temperatures correctly on the graph. The completed graph is shown
next.

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Scale on Name of
vertical the graph.
axis. Daily average temperature measured for one
week
21 Bars to show
20 the
19 temperature.
18
17
16
15
Temperature in °C

14
13
12
11
10
9
8
7
6
5
Label of 4
the 3
vertical 2
axis. 1
0
Monday Tuesday Wednesday Thursday Friday
Days of the week Label of the
horizontal axis.

While learners are drawing their graphs, ask questions like:

x On which axis are the days shown?
x On which axis are temperatures shown?
x What was the temperature on Monday? How will you show it on the graph?
x What was the temperature on Tuesday? How will you show it on the graph?
x Was Wednesday’s temperature more or less than Tuesday’s temperature?
How do you know?

This activity integrates Data Handling with Measurement. Discuss the graph with your
learners. Ask and answer more questions to ensure a clear understanding of learners’
representations of the week’s temperatures.

When the learners completed their graphs, you can now ask questions to guide them
to analyse the graph. Ask questions such as:
1. According to the graph, which was the hottest day in the week? Why do you
say that?

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2. According to the graph, which was the coldest day in the week? Why do you
say so?
3. How does the temperature on Friday differ from the temperature on Tuesday?
4. Can you predict what the temperature will be on Saturday?
5. What does the graph tell you about the temperature for the whole week?

2.2.3 Abstract level

On an abstract level let your learners do calculations with temperatures – let them
add and subtract temperature measures and solve problems involving temperature.

Ask questions like:

1. Which is warmer:
x 20 °C or 40 °C? [40 °C]
x 0 °C or 10 °C? [10 °C]
x 4 °C or – 4 °C? [4 °C]
x – 10 °C or – 1 °C? [– 1 °C]

2. What will the new temperature be if the temperature:

x Rises 10 °C from 20 °C [30 °C]
x Falls 15 °C from 25 °C [10 °C]
x Rises 4 °C from 0 °C and then falls 5 °C [–1 °C]
x Falls 3 °C from 20 °C and then rises 10 °C [27 °C]

Have you noticed that the measures of temperatures on a thermometer are structured
just like the measures on a number line? Let your learners use a number line to assist
them to do calculations with temperatures.

Note the negative numbers for the temperatures below 0 °C. Draw
a number line (integration with Numbers, Operations and
Relationships) on the board. Show the similarities in the scaling of
a thermometer and a number line; and how temperatures can be
shown on a number line. The number line is shown below.

37 °C: normal
Negative 0°C: freezing human body Positive
numbers point of water numbers
temperature
this side this side

–10 °C –5 °C 0 °C 5 °C 10 °C 15 °C 20 °C 25 °C 30 °C 35 °C 40°C

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Temperatures can also be measured with digital thermometers like the examples
shown below. Learners do not have to know how these devices work but they need to
know and understand what is measured and what the measurement means.

A digital thermometer Digital temperature Digital thermometer to

used to measure body control device in a measure the temperature
temperature orally modern office in a fridge

Clker-Free-Vector-Images, 2012c) (www.trek.today, 2007) (Winner, 2009)

In the last section of this unit, we will look at what types of assessment tasks can be
used to assess learners’ understanding of time, time zones and temperature.

SECTION 4: ASSESSMENT OF TIME AND

TEMPERATURE

1. INTRODUCTION
In Section 4 of this unit, we will look at assessments that can be given to learners on
the topic of measurement of time, time zones and temperature. You can use a variety
of assessment tools to assess learners’ understanding of time, time zones and
temperature. When choosing an assessment tool, it is important to reflect on your
objective for the assessment. The assessment tool that you choose should also be
appropriate for the content area which is being assessed.

Before you go on with the module, reflect on what you have learned about
assessments earlier in this module.

60 minutes
50
Reflect on what you have learnt from Activity 33 earlier in this module.
1. Which forms of assessments do you think will be appropriate to assess
measurement of time and temperature? Explain your answer.

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2. You already learnt a lot about rubrics in this module. What is the role of a rubric
in mathematics assessments? How is it different from a memorandum? When
can rubrics be used effectively in Mathematics assessment?
3. How would you cater for different cognitive levels in assessments on time and
temperature? Explain.

Commentary:
To answer these questions you can refer to Activity 33 as well as the introductory
module, I-MAT 120. Also consult the section on assessment (section 4) in the
curriculum (DBE, 2011a):
Department of Basic Education (DBE). (2011a). Curriculum and Assessment Policy
Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government Printers.
Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements
(CAPS)/CAPSIntermediate.aspx
Revise your answer to question 3 after you have studied table 4 below.

It is important that assessments cater for a variety of cognitive levels. The CAPS
document prescribes the number of questions which are needed in an assessment for
each type of cognitive level. Look at the table below, which is extracted from CAPS
(DBE, 2011a, p. 296):

Table 4: Cognitive levels of assessment

Cognitive levels Description of skills to be demonstrated

Knowledge x Estimation and appropriate rounding off of numbers.
(≈25%) x Straight recall.
x Identification and direct use of correct formula.
x Use of mathematical facts.
x Appropriate use of mathematical vocabulary.
Routine Procedures x Perform well-known procedures.
(≈45%) x Simple applications and calculations, which might
involve multiple steps.
x Derivation from given information may be involved.
x Identification and use (after changing the subject) of
correct formula generally similar to those used in
class.
Complex Procedures x Problems involving complex calculations and/or
(≈20%) higher order reasoning.
x Investigations to describe rules and relationships –
there is often not an obvious route to the solution.

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Cognitive levels Description of skills to be demonstrated

x Problems not based on a real-world context – could
involve making significant connections between
different representations.
x Conceptual understanding.
Problem-solving x Unseen, non-routine problems (which are not
(≈10%) necessarily difficult).
x Higher order understanding and processes are often
involved.
x Might require the ability to break the problem down
into constituent parts.

Reflect on what you have learnt so far about time measurement as well as assessment
before you do the next activity.

60 minutes
51
Use the cognitive levels in the table above to complete the following task:
x Set up an assessment task on time, time zones and temperature for a
Grade 6 class.
x Your assessment task should have a total of 20 marks.
x Your assessment task should include each of the cognitive levels in correct
percentage. Indicate next to each question the specific cognitive level of the
question.
x Work out a memorandum for your assessment task.

Commentary:
Revise your assessment task after you have studied the example assessments
given below. Keep your improved assessment task for use during WIL or in your
own teaching.

One of the assessment tools we can use to assess learners’ understanding of time,
time zones and temperature is worksheets. We will now look at work sheets which can
be used in each grade.

2. WORKSHEETS
Here is an example for Grade 4.

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2.1 Grade 4

TOPIC: Time GRADE 4

1. What time is it on the following clocks? (4)

1.1. 1.2

1.3 11:27 1.4 01:54

2. Ann walks to school. She leaves the house at 7:15 a.m. and gets to school at
7:56 a.m. How long does it take her to walk to school? (3)

It is necessary to include questions on a variety of cognitive levels. In the first question,

learners’ ability to simply read the time of clocks is assessed. It assesses the basic
knowledge of learners and the application of routine procedures. The last question will
be a higher order question which tests learners’ ability to think critically and solve non-
routine problems.

Let us have a look at a Grade 5 worksheet.

2.2 Grade 5

This worksheet includes questions on time and temperature.

TOPIC: Time and Temperature GRADE 5

1. Order the following time periods in ascending order. (3)

day second year
month hour millennium
leap year decade week

2. Complete the following sentences:

2.1 There are ________ decades in 70 years. (1)
2.2 There are _______ seconds in 35 minutes. (1)

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3. The following times are in the afternoon. Convert the analogue time to a
24-hour digital clock time. (2)

3.1. 3.2

4. Write the following times in words. (2)

4.1 23:47 4.2 09:35:32

5. How much time past between 09:05 and 23:25? (2)

6. Choose in each case the most suitable temperature.

6.1 The temperature of your body: 11 °C, 36 °C or 66 °C. (1)

6.2 A roast chicken coming out of the oven: 30 °C, 75 °C or 200 °C. (1)
6.3 Ice water: -6 °C, 3 °C or 35 °C. (1)
6.4 Boiling water: 66 °C, 98 °C or 170 °C. (1)

As you can see in the above examples of assessment items for Grade 5, there are a
variety of questions which can be asked. These questions are all examples of routine
procedure questions. It is important to note that the mark allocation should fit the
assessment question.

Next we will look at a Grade 6 worksheet.

2.3 Grade 6

The Grade 6 worksheet covers time, time zones and temperature.

TOPIC: Time, time zones and temperature

1. A timetable has to be drawn up for the school. The starting time is 08:00 and
school ends at 14:00. Two breaks, one of 15 minutes and the second one of 20
minutes must be included. The lessons for a day are as follows: two lessons,

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break, three lessons, break, and three lessons. The lessons are 40 minutes
each. Complete the table below to set up an effective timetable. (9)

LESSON START END

1 08:00
2
BREAK
3
4
5
BREAK
6
7
8 14:00

2. John looks at his watch and sees that it is 14:00 (South African time).
2.1 Choose five cities to the east of South Africa and work out the time in those
countries. (5)
2.2 Choose five cities to the west of South Africa and work out the time in those
countries. (5)

3. Study the table and answer the questions that follow using the information from
it.

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(timeanddate.com, 2021)

3.1 What is the difference in time between Cape Town and Melbourne? (1)
3.2 What season would you say is it in South Africa? Give a reason. (2)
3.3 In what month of the year would you say this data was collected from?
Give two reasons for your answer. (3)

In this worksheet, you can see the progression in the types of tasks that can be given
to learners in the Intermediate Phase. In Grade 6, you can expect of learners to be
able to reason about and apply more complex procedures.

120 minutes
52
1. Set the memoranda for the Grades 4-6 worksheets. Do this on your own before
you meet your study group. In your study group, compare and discuss your
answers. Clarify the answers you were not sure of.
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2. Evaluate the Grade 6 worksheet:

2.1 Evaluate each question. Would you say it is appropriate for Grade 6?
Explain why or why not.
2.2 Look at the mark allocation of the questions. Would you say it is appropriate?
Explain your answer.
2.3 Make suggestions on how to improve the worksheet.

Commentary:
Be open for suggestions from your study group. Make notes of constuctive
comments from the group. The table in the Grade 6 worksheet was actually taken
from real-life information on 2 June 2021. This might be a question used as an
enrichment activity. The learners can work in groups and debate the answers. Let
them provide feedback to the class.

Next we will be looking at projects as an assessment tool.

3. PROJECTS
Projects are assessments that test a variety of skills. The one main aim of projects is
to show learners the value of mathematics in relation to the real world.

60 minutes
53
Before you go on with the rest of the unit, reflect on the use of a project as an
assessment tool.

1. Do you think the content involved in time and temperature could be effectively
assessed in a project? Explain your answer.
2. How could projects be used to assess learners’ understanding of time and
temperature concepts? Explain your answer.
3. Choose any Grade in the Intermediate Phase. Think of three topics that could be
used for projects to assess of time and/or temperature content. For each topic,
list the applicable outcome(s) that will be assessed. To guide you on what should
be assessed in each grade, consult the mathematics curriculum:
Department of Basic Education (DBE). (2011a). Curriculum and Assessment
Policy Statement (CAPS). Mathematics: Grades 4 – 6. Pretoria: Government
Printers. Available online at:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStateme
nts(CAPS)/CAPSIntermediate.aspx

Commentary:
Refer to the introductory module, I-MAT 120, Unit 2, for a discussion on mathematics
projects before you answer the questions. Keep the topics and project outcomes
you have identified for use during WIL or in your own teaching.
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Look at the following example of a project for Grade 6 learners.

PROJECT: Temperature GRADE 6

This project should be done over a period of 10 days. A thermometer is necessary

for this project. It should be done at school, every time at the same venue.

1. Redraw and complete the table below and add rows as necessary.

Minimum temperature Maximum temperature

Date
(taken 07:30) (taken 13:00)

2. For every day over a period of 10 school days record the minimum temperature
(at about 07:30 in the morning) and the maximum temperature (at about 13:00)
at school. Record the data on the table above.
3. Draw a double bar graph to show the minimum and maximum temperatures
every day.
4. Write a short report on your findings.
5. On one day of the weekend, half-way through the data collection, take the
temperature every hour at the same venue. Start at 07:00 and end at 21:00.
Use the table and record your findings.

Date:
Time Temperature

6. Plot the temperature against every hour on a line graph.

7. Write a short report. Include the minimum and maximum temperatures in your
report.

In this project, learners will be exposed to measuring the temperature using a

thermometer. Learners need to compare the various temperatures, display their data
on graphs and write reports on their findings. The project integrates a variety of skills
and concepts. NOTE: How to write reports about represented data will be covered in
the next module (I-MAT 424) under Data Handling.

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The project will be assessed by means of a rubric.

Assessment 2 1 0
Project handed in on On time One day late. More than one day
time. late.
Recording of results Properly copied and Some data not Did not show a table.
on the table supplied. correctly completed. properly recorded.
Double bar graph Layout of double bar One feature of the bar More than one feature
over 10 days. graph is correct and graph is missing. of the bar graph is
neat. Heading is given. missing.
Axes are labelled.
Line graph showing Layout of the line One feature of the line More than one feature
the temperature at graph is neat and graph is missing. of the line graph is
regular intervals on correct. Heading is missing.
one day. given. Axes are
labelled.
Report. Could interpret the Made an attempt to Could not write a
results and wrote a give a report on the report.
good report. results.
POSSIBLE TOTAL: 10 LEARNER’S MARK:

Now complete the next activity with your study group.

90 minutes
54
In your study group or with a peer, evaluate the Grade 6 project and rubric:
1. Evaluate each instruction. Would you say it is appropriate? Is there a logical flow
in the project?
2. Look at the rubric. Would you say it is appropriate? Are the descriptors clear and
applicable? Are the performance levels realistic? Could changes be made
according to the weighting in the rubric?
3. Make suggestions on how to improve the rubric.

Commentary:
You have already been exposed to many types of rubrics in different modules of your
BEd studies. E.g. rubrics were discussed in-depth in Module 1 of Natural Sciences
and Technology Teaching in the Intermediate Phase 1 (I-NST 211), unit 3. Refer to
this module before answering the questions. Be open to suggestions from your
peers. Keep the improved rubric for use during WIL or in your own teaching.

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We will now look at how an investigation can be used to assess learners’

understanding of time and time concepts.

4. INVESTIGATIONS
Investigations give learners the opportunity to develop the organisational skills and
ability to write up findings and conclusions (Bowie et al., 2014). Investigations are
examples of formative assessments which support learners’ learning and
development of mathematical concepts.

120 minutes
55
1. Use your knowledge of investigations throughout the module to complete the
following:
x Set up an investigation on time for Grade 5 learners.
x Do some research on investigations about time.
x Your investigation should count out of 30 marks.
x Include a memorandum and/or rubric for your investigation.
x Keep your objectives for the investigation in mind.

2. Work through the DBE’s General Education & Training Phase (GET):
Mathematics SBA exemplar booklet Grades 4-6.
https://www.education.gov.za/Curriculum/NationalCurriculumStatementsGrade
sR-12/SBAExemplars.aspx
Use the given examples and adapt your Grades 4-6 worksheets (where
applicable) to have a variety of questions asked on the topic of time and
temperature.

Commentary:
Refer to the introductory module, I-MAT 120, unit 2, for a discussion on
investigations before you do the activity. The SBA exemplar booklet is a useful
resource that can be used when setting assessments. Keep your investigation for
use during WIL or in your own teaching.

Still there will be learners in your class experiencing barriers to learning on the topic
time. Let us look at how to support learners with barriers to learning.

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5. IDENTIFY AND SUPPORT LEARNERS WITH

BARRIERS TO LEARNING TIME
Some learners may experience learning barriers when learning about time and the
various time concepts. Refer to the learning barriers you have studied in Unit 2 of this
module before you complete the next activity.

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56
1. On A4 paper, draw a mind map about learning barriers. Include the following
aspects in your mind map.
x Types of learning barriers – try to include those that could be relevant to
learning time concepts in the Intermediate Phase.
x Examples of how learning barriers manifest in class – think back and reflect
on what you have experienced during WIL.
x How you can help learners overcome the learning barriers in class by
providing practical ideas with examples.

2. You are walking past a learner and see a brand new analogue watch on the wrist
of the learner. You compliment the learner on the watch and being a teacher,
you ask the learner the time. The learner cannot answer you as the learner
cannot read time. How will you respond?

Commentary:
The scenario sketched in question 2 is based on a true story. However, it was not a
Primary School learner – the learner was in Grade 9. Be aware of situations like this.
Share your ideas with your peers in the study group, on how to respond to the
learner. Also talk to your mentor teacher during WIL to get more guidance on how
to deal effectively in this situation.

Before you can go on to Unit 4, complete the self-assessment to make sure that you
have a good understanding of all concepts explored in Unit 3. If you feel unsure about
any concepts, go back and redo the section.

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60 minutes
57
Self-assessment activity: Unit 3

If your answer is UNSURE or NO on any of the criteria, go back to the relevant

section to study it again.

Now that I have worked through this unit, I can: YES UNSURE NO
Integrate knowledge and skills to teach the
difference between analogue and digital time.
Describe how to use a wide range of skills to teach
the reading of time.
Describe how to skilfully facilitate the conversion of
time units.
Explain how to use a wide range of skills and
methods to teach the different calculations with time
units.
Integrate knowledge and skills to teach the
understanding of time zones.
Explain how to use a wide range of skills and
methods to teach the application of time zones.
Integrate knowledge and skills to teach the
understanding of positive and negative
temperatures.
Explain how to skilfully facilitate the application of
the measuring of temperature in real-life situations.
Develop and provide appropriate assessments for
learners to reason about measurement of time and
temperature.
Explain how to identify and support learners with
barriers to measurement of time and temperature.

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UNIT 4: THE MEASUREMENT OF ANGLES

1. INTRODUCTION
Angles are an important part of mathematics and are introduced to learners in
Grades 5, 6 and 7. In the previous module, Mathematics Teaching in the Intermediate
Phase 2 (I-MAT 312), how to show angles using our bodies was described. Refer to
the module if you are unsure of certain concepts.

In the first section of this unit, we will look at various ways in which you can make and
use measuring tools to measure angles. Then we will focus on the measuring and
drawing of angles with the use of a protractor.

In the second and final section of this module, we will look at the types of assessments
which can be used to assess and evaluate learners’ knowledge and understanding of
the measurement of angles and all the skills required.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 4

Unit 4 consists of the following two sections and learning outcomes:

UNIT 4
THE MEASUREMENT OF ANGLES

SECTION 1 SECTION 2
Measuring and drawing angles Assessment of angle
measurement
Learning outcomes: At the end of
this section, you should be able to: Learning outcomes: At the end of
x Make and use measuring tools this section, you should be able to:
to measure angles. x Develop and provide
x Explain how to use a wide range appropriate assessments for
of skills and methods to define learners to reason about
different types of angles. measurement of angles.
x Confidently and competently x Describe how to identify and
teach the measuring of angles support learners with barriers
with a protractor to measurement of angles.
x Explain how to use a wide range
of skills and methods to teach
the construction of angles.

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SECTION 1: MEASURING AND DRAWING

ANGLES

1. INTRODUCTION
In the previous module, Mathematics Teaching in the Intermediate Phase 2
(I-MAT 312), we discussed the symbols and their meanings associated with geometric
drawings. Refer to the module if you cannot remember.

The measuring of angles often causes difficulty, because protractors are introduced
without a real understanding of the attribute of angle size. The attribute of angle size
may be interpreted as the ‘spread of the angle rays’. Angles are composed of two rays
and the only difference in size is how widely or narrowly the two rays are spread apart.

One way to measure angles is to use another angle. If this method is used, you do not
need degrees to explain the concept of measuring angles. Look at the next activity
(Paulsen, 2021).

Class activity

Cut out a fairly small wedge (‘wedgy’) from a cardboard and use it as a unit of
measuring other angles, by counting how many will fill another angle. Here is an
example:

How many ‘wedgies’

fill this angle?

One ‘wedgy’.

A protractor calibrated in degrees works on the same principle, with the only difference
that a degree is a very small unit of measurement. When a circle is divided into 360
equal sectors, then each sector has a measurement of one degree, written as 1º.

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Because the degree is such a small angle, it is much wiser to use a wedge protractor
to establish the concept of measurement of angles.

30 minutes
58
1. Refer to the previous module, Mathematics Teaching in the Intermediate
Phase 2 (I-MAT 312), and define the following terms that often relates to angles:
1.1 Line.
1.2 Line segment.
1.3 Vertex.
1.4 Ray.

2. Redraw and complete the following table:

Type of angle Diagram/sketch Specifications

Acute angle
Right angle
Obtuse angle
Straight angle
Reflex angle
Revolution

Commentary:
It is important that you have the basic knowledge before we continue with the
section. Complete this activity in full. Here is a reminder of some important facts
about angles:
x An acute angle is a ‘cute angle’ – a very small angle – it measures more than 0°
but less than 90°.
x A right angle is in the form of the ‘capital letter L’ – it makes a ‘perfect square
corner’ and has a measure of exactly 90°.
x An obtuse angle starts on a straight level but then it is like a ‘hill you must climb’
– it has a measure of more than 90° but less than 180°.
x A straight angle is an angle on a ‘straight line’ – it has a measure of exactly 180°.
x A reflex angle ‘bends over backwards’ – it has a measure of more than 180°.
x A revolution is a ‘complete turnaround’ and has a measure of 360°.

Next, we will show you how your learners can make their own measuring tools to
measure angles.

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2. MEASURING TOOLS TO MEASURE ANGLES

To make sure that you will be able to teach your learners to make their own angle
measures, we will show you practically how to make each of the angle measures
yourself. Let us start with the 90° measure.

2.1 Make a measure for 90º

Teach learners that each ‘corner’ of any A4 page (this page also) forms a 90º angle.
Use an A4 page to show them the four right angles at the ‘corners’ of the page. Let
learners then make their own 90° measures. The instructions follow.

Cut off
Make a measure for 90°: the
corner of
1. Take an A4 sheet of paper. the A4
paper.
2. Cut off a corner – and there you
This angle
have it! is 90°.
3. Label the corner angle 90°.

Instruct learners now to use their 90° measuring tools practically:

x Confirm that the right angles in the classroom, for example, the corner of their
Mathematics textbook, are equal to 90°.
x Find angles smaller than 90°.
x Find angles larger than 90°.

Let learners find at least THREE examples of angles in the classroom that are 90°
(right angles) and TWO examples of angles that are smaller or larger than 90°.

Ask learners questions like:

x Why do you say this angle is 90°? Can you prove that this angle is 90°?
x Can you show me why you say that this angle is smaller than 90°?
x Can you show me why you say that this angle is larger than 90°?

When learners are confident to work with their 90° measures, let them then make a
measure for 45°.

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2.2 Make a measure for 45º

Let learners first follow the instructions given previously to make a 90° angle measure.
Then ask them for suggestions on how to make a 45° measure from their 90° angles.
Guide them to realise that 45° is half of 90°. The further instructions for learners follow
next.

Let learners:

1. Make a 90° measure with the corner of an A4 paper.

2. Fold the 90° angle in the middle to get two symmetrical 45° angles
°
(Note: = 45°).
3. Let them cut on the folding line and there you have it – TWO 45° angle
measures.
4. Let them label the angle as 45°.

2. Fold to get
4. Label the
two symmetrical
45° angle.
1. Make a 90° triangles.
angle as
shown earlier. 45° 3. Cut on
45° 45°
folding line.

If learners follow these instructions, they will actually have TWO 45° measures to
measure with! Let them label the angles clearly: 45°. (Note: Learners can also just use
the 90° angle folded in half as a measure for 45°.) Let learners now compare their 45°
measuring tool with their 90° measuring tool.

Ask learners questions like:

x Is the 45° angle smaller or larger than the 90° angle? [smaller]
x How many 45° angles can fit into a right (90°) angle? [two]
x What type of angle is a 45° angle? [acute angle]

When your learners are confident to work with their 45° angles, then show them HOW
to make a 30° and a 60° angle measure. This explanation follows next.

2.3 Make a measure for 30º and 60º

We start again with a right angle (90°). Let learners follow the instructions given earlier
to make a 90° angle measure. The further instructions follow.

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Let learners:

1. Make a 90° measure with the corner of an A4 paper.

2. Fold the sides of the 90° angle over the middle part so that it divides the angle in
°
THREE equal parts - each part will then form an angle of 30°. (Note: = 30°)
3. Draw a line on the folding lines and then cut off a measure for 30°.
4. Label the 30° angle measure: 30°.
5. The remaining part will be a measure for 60°. Label it: 60°.

These steps are shown next.

2. Fold to get Fold

THREE equal 1
1. Make a 90° 1 angles. 2
angle as 3
2
shown earlier. 3. Cut on
3 Fold
one of the
folding lines.

Fold
Cut on
this
Two 30º fold
angles make 30°
60º 60° 30°
30° 30°
The folded angles.

HINT:

If the right-angled triangle (for the 90º measure) is isosceles (the sides adjacent or
‘next to’ the right angle are equal), then learners can divide the side opposite the
right angle (the hypotenuse) into three equal parts. They can then join the marks
with the corners of the triangle to get the lines where they must cut to get angles of
30° or an angle of 30° and 60°.

Equal distances

Equal
sides

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Now your Grade 6 learners will have their own measuring tools to measure 90°, 45°,
60° and 30° angles! Let them use these to ‘measure’ angles.

60 minutes
59
1. Use labelled diagrams to illustrate how you will show learners to prepare their
own measuring tools to measure the following angles:
1.1 Angle of 90º
1.2 Angle of 60º
1.3 Angle of 30º
1.4 Angle of 45º
2. Describe how you will develop learners’ physical, social and conceptual
knowledge during a lesson on angles.

Commentary:
Before you answer the second question, revise Piaget’s triarchy of knowledge in
measurement in the beginning of this module.

Measurement of angles must start with comparing the sizes of angles. Teach learners
that before measuring an angle, they must estimate the type and the size of the angle.
Is it a right angle? Is it a straight angle? Is it an acute or an obtuse angle? After they
have estimated the size of the angle, they must compare it to their own self-made
angles to get a more accurate measure of the angle.

To measure angles accurately learners must use a protractor. Grade 7 learners must
be able to use a protractor to measure angles accurately.

3. MEASURING ANGLES
First of all, we need to take note of the vocabulary (mathematical language) associated
with angles:

Arrowheads at the end of the lines mean that the lines keep on going. The length of
an angle's arms does not change the size of the angle. Whether the arms are long or
short, the angle size stays the same.

angle

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Because there are two angles at a vertex so it is important to show which one we are
talking about. The arc shows where the angle is. See the following diagram indicating
a reflex and an acute angle.

Reflex angle Acute angle

In order to measure angles, you need to have a protractor yourself. Have a good look
at the protractor and familiarise yourself with the markings on it. Angles are always
measured from 0º.

Figure 27: Protractor

It is important that you realise there are two rows of degree scales. The clockwise
degree scale’s zero is on the outer semi-circle while the anticlockwise degree scale’s
zero is on the inner semi-circle.

To measure an angle with a protractor, you need to put the vertex of the angle at the
origin of the protractor, and the bottom arm of the angle needs to lie over the baseline
of the protractor. The upper arm of the angle now falls on a degree mark on the edge
of the protractor and indicates the size or magnitude of the angle. If you find that the
arms are not long enough for you to be able to read the amount of degrees, you can
just use a ruler and pencil and lengthen (extend) the arms.

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Check that the

origin is exactly
on top of the
vertex and the
base line is also
exactly on top of
an arm.

Figure 28: Measuring an angle of 40º using anticlockwise degree scale

A protractor provides a clockwise and an anticlockwise degree scale. Always start

measuring an angle from the 0º line, and check that your answer is correct by just
looking at the angle – is it an acute or an obtuse angle? Is the size of the angle in the
previous diagram 40º or 140º? As it is an acute angle, the size is 40º and not 140º.
Thus you have used the anticlockwise degree scale (the inner semi-circle).

In the following diagram, the angle is still acute, even though we are measuring it using
the clockwise degree scale. Remember: measurement must always start at 0º.

In this case you

must use the
outer scale –
going clockwise
from the base
line.

Figure 29: Measuring an angle of 45º using clockwise degree scale

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Use your protractor to measure the following angle. Make sure the origin and base line
are at the correct places. Before you give the answer, ask yourself if it is an acute or
obtuse angle.

As it is an obtuse angle, the size should be between 90º and 180º. Is your protractor
placed on the angle like in the following diagram?

Vertex of the angle

le

As the arm is too short to give an accurate reading, extend the arm with a ruler and
pencil. Is the angle 60º or 120º? The angle cannot be 60º as it is an obtuse angle.
Thus, the angle is 120º. Remember: Measurement must start at 0º.

What is the size of the following angle? Remember that the arc indicates which angle
should be measured.

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What type of angle is this? Yes, it is a reflex angle and a reflex angle lies between
180º and 360º. The problem is that your protractor is only made for up to 180º. What
now? How can we measure a reflex angle?

When measuring a reflex angle, extend one of the arms from the vertex to the opposite
direction, creating a straight line. See the following diagram.

Extend the onee arm to

create a straight
ht line.

Once you have a straight line, you actually have a straight angle and you know that a
straight angle is 180º. The only part that should still be measured is the remaining part
of the angle which is less than 180º. Have a look at the following diagram.

Part of angle still

needs to be
measured.

Angle of 180º.

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Now measure the remaining part of the angle.

Did you measured the remaining part of the angle as 50º? That does not mean that
the angle is 50º. What is the size of the original angle? The size of the original angle
is 50º + 180º, resulting in 130º. Do you agree?

Now that you know how to measure angles, let us have a look at drawing angles using
a protractor.

4. DRAWING ANGLES
When drawing angles, learners will further develop the skill of working with protractors.
When constructing angles, it is important to ensure that learners’ pencils are sharp to
work as accurately as possible. Look at the following teaching guidelines to consider
before you start teaching HOW to draw angles:

x Emphasise the importance of working accurately and reading the protractor in

the correct direction.
x Motivate learners to always check and control that their work is realistic and
accurate.
x Expose learners to a variety of activities to practice drawing angles.

(Bowie et al., 2014)

In order to draw an angle using a protractor, you need to start by drawing a straight
line, using a ruler. Make a dot on the line. See the following diagram.

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If you need to draw an angle of 75º, place the protractor over your line in such a way
that the dot is exactly under the origin of the protractor, and the line is aligned exactly
with the baseline of the protractor. Now find 75º on the protractor and make a little
mark just above that degree on your paper.

Remove the protractor and use a ruler to draw a line from the original dot at the vertex
to the little mark you made. HINT: Ensure that you use the correct scale (we have
used the inner scale in this case).

Insert an arc indicating 75º. Make sure you are indicating the correct angle.
Remember, 75º is an acute angle, thus the angle should be less than 90º. Following
is the end result in drawing a 75º angle.

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How will you draw an angle of 300º?

As it is a reflex angle, you need to work in two parts. First draw a straight line with a
dot in the middle and indicate the straight angle (180º).

What is the size of the remaining angle you need to draw to have a total angle of 300º?
Let us work it out:

180º + = 300º
Thus, = 120º

You still need to draw a 120º angle with your protractor.

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The final angle will look as follows:

If you still struggle to measure or draw angles, you can watch the following video:
https://www.youtube.com/watch?v=DdK-QrYdLfQ [accessed 31 July 2020].

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90 minutes
60
Do the following activity and take your answers to your study group. Compare your
answers with your peers.

1. Measure all the numbered angles in the following figure with a protractor.
Draw the following angles.
x 65º
x 118º
x 25º
x 125º
x 350º
x 212º

2. Set a worksheet for Grade 7 learners on measuring and drawing angles. Have
the memorandum as well. Take copies of this worksheet to your study group and
let your peers complete your worksheet. Allow them to give you constructive
feedback on the worksheet.

Revise your worksheet if required and keep the final worksheet for use during WIL
or your own teaching.

Commentary:
Remember that you can extend any lines using a ruler to make it easier to measure
the angles. You will have to do this to measure the reflex angles (hint: you can
measure the acute angle and subtract its magnitude from 360º, or you can make two
obtuse angles, whose magnitudes you then add together).

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Make sure you have your own protractor. Purchase it in a mathematics set now and
keep it for WIL or when you are a teacher.

Next we will look at how angle measures can be applied.

5. APPLY ANGLE MEASURES

Let Intermediate Phase learners use their angle measures to draw 90°, 45°, 60° and
30° angles as accurately as possible in their class workbooks. The main idea with
angles and angle measures in the Intermediate Phase is that learners must be able to
recognise and describe angles in 2-D shapes, 3-D objects and the environment in
terms of right angles, angles smaller than right angles, and angles greater than right
angles. Let them use their ‘angle measures’ to assist them to compare and describe
the angles. Let them find right angles, angles smaller than right angles and angles
larger than right angles in 2-D shapes and 3-D objects in their own environment.

Let Grade 7 learners use protractors to draw 90°, 45°, 60° and 30° angles. Grade 7
learners must apply their knowledge of measurement of angles in accurate
constructions of geometric figures. Remind them to use a sharp pencil and a ruler to
make the constructions as neatly and as accurately as they can.

A fun activity to reinforce angle measures is to let learners predict and ‘read’ the angle
measures between the two hands of an analogue clock. Bring a large clock from home
or make your own paper plate clock (as discussed earlier in the module). Let your
learners apply their knowledge of angles to determine the angle measure between the
minute and the hour hand at different times during the day.

Ask learners to find the angle sizes (of the smallest angle) between the hour and the
minute hand if it is:

x 3 o’clock
x 6 o’clock
x 10 o’clock
x 1 o’clock
x 12 o’clock

Let learners first draw the clock with the given time – this will make it much easier for
them to find the angle measure. Try to find the answers on your own before you look
at the solutions given below.

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3 o’clock 6 o’clock 10 o’clock 1 o’clock

30°
60
90° 180°

Right angle Straight angle Acute angle Acute angle

At 12 o’clock the minute and the hour hand coincide thus the angle between them will
be 0° (zero degrees). Next, let learners use the two hands of the clock to illustrate the
different types of angles: acute; right; obtuse; straight and reflex.

Use an analogue clock to illustrate an angle of 360° (a revolution).

Ask learners to then determine, how long it takes the:

x Hour hand to complete a revolution (full round).

[The hour hand of the clock moves through 360° (a full turn) every 12 hours.
This means that it moves 30° every hour (or half a degree every minute!)]

x Minute hand to complete a revolution (full round).

[The minute hand moves through 360° every hour. This means it moves 6°
every minute!]

60 minutes
61
1. Read the scenario below before answering the question that follows.

Mr. Louw’s Grade 7 learners have to measure angles with a protractor.

Sifiso uses the protractor as shown next and gives the measurement as 124º.

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Identify all the errors made by Sifiso. Show how you will explain the correct
method of measuring angles to him. Include labelled diagrams in your
explanation.

2. Make a poster with all the important things to remember when using a protractor
to measure and to draw angles. It should be readable from a distance when on
the wall. Keep the poster for use during WIL or in your own teaching.

Commentary:
When teaching Grade 7 learners, you will come across learners not measuring
correctly and not being accurate. You can refer them to the poster on the wall.

Now that you have a firm understanding of measuring and drawing angles, we will look
at how learners’ understanding of angles can be assessed. You will also learn what
type of learning barriers learners may experience when working with angles.

SECTION 2: ASSESSMENT OF ANGLE

MEASUREMENT

1. INTRODUCTION
Assessment is an important aspect of the educational construct. It is a continuous,
planned process to evaluate and assess the development and achievements of
learners. It involves using a variety of assessment tools to collect and analyse data
surrounding learners’ understanding of the mathematical concepts taught (Bowie et
al., 2014).

The assessment process consists of four steps:

1. Generation and collection of proof of achievements and development.

2. Evaluation of the proof (evidence).
3. Making notes and observations of findings from of the evidence.
4. Use the findings to understand the development of learners and plan to support
the learning process more effectively.

90 minutes
62
Draw a mind map or make a summary to show how you would apply the assessment
process in your class when assessing learners’ understanding of measurement of

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angles. Provide your answer with practical examples from the classroom. Include
the following:

x The difference between formal and informal assessment.

x The types of assessment instruments that can possibly be used to assess the
measurement of angles.
x The cognitive levels needed in all assessments.
x The assessment process.

Commentary:
Share your mind map or summary with your study group. Be open to their comments
and suggestions. Revisit your mind map after you have completed this section.

As you have learned throughout this module, there are various assessment tools
which we can use to assess learners’ understanding of mathematical concepts. Before
we look at some examples of how angles can be assessed, reflect on your own
knowledge of assessment and the assessment tasks which you have developed thus
far. Refer back to the previous units of the module if you need to. We will now explore
some examples to assess angles.

2. WORKSHEETS

2.1 Grade 5

Study the Grade 5 worksheet example.

TOPIC: Measurement of angles GRADE 5

1. Provide four examples of right angles which you can notice in the classroom
around you. Explain how you know that these are right angles. (4)

2. What fraction of a complete turn does a right-angle form? Explain your answer.
(2)

2.2 Grade 6

For Grade 6 the examples will become more complex.

TOPIC: Measurement of angles GRADE 6

A race is run along a route which has many bends and turns. A drawing of the route
is shown below. Write down the letters A to K. Next to each letter, name the type of
angle the turn forms as indicated by the arc.
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H
K
D G I
B F

E J
A

Total: 11

In this assessment example, learners should realise the role of mathematics in a real-
life example. Angles are something that are all around in real-life. It is important to be
aware of angles in our environment.

2.3 Grade 7

Now look at the Grade 7 example.

TOPIC: Measurement of angles GRADE 7

1. Copy and complete the table. Fill in the definitions and give examples. (5)

Term Definition Example

Acute angle 40°
Angles around a point.
Angles greater than 90°.
90°
Reflex angle

2. Name and measure the following angles: (3)

a. b. c.

3. Draw the following angles: (3)

3.1 70°
3.2 115°
3.3 87°

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In this worksheet, learners have to demonstrate their conceptual knowledge and a

variety of skills concerning angles.

60 minutes
63
Create a worksheet for Grade 7 learners where they need to demonstrate their
understanding of the different types of angles and the measuring and drawing of
angles. Be creative and use your own examples in the worksheet. Provide your
worksheet with a memorandum and/or rubric.

Commentary:
Share your worksheet with your study group. Keep your worksheet for use during
WIL or in your own teaching.

Let us look at projects next.

3. PROJECTS
As you know by now, projects are used to evaluate a wide variety of skills and
concepts. Projects are usually completed over a longer period of time and learners
have the opportunity to demonstrate their conceptual understanding and skills and can
apply them to real-life situations (Bowie et al., 2014).

The following is an example of a project which can be given to Grade 7 learners to

assess their understanding of angles in a real-life context.

PROJECT: Measurement of angles GRADE 7

Study the South African flag shown in the diagram below.

Figure 30: South African flag

(Chibba, n.d.)

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1. Copy the design but enlarge it.

2. Mark all the acute, right, obtuse and reflex angles.
3. Measure the angles, indicated by A – E, accurately with a protractor.

B
A

C E

The project will be marked by means of the rubric shown below.

Assessment 2 1 0
criteria
Project handed in On time One day late. More than one day
on time late.
Copying of flag Properly copied Not properly Did not copy the
and enlarged on copied. Tried to flag.
the correct scale. enlarge the
design.
Marked acute, All necessary One or two angles More than two
right, obtuse, and angles are marked were not marked angles are not
reflex angles correctly. correctly. marked correctly.
Measuring of Five angles are Only four angles Less than four
angles measured are measured, or angles are
accurately. angles are not measured. Angles
measured are not measured
accurately. correctly.
Presentation of Work is very neat Work is neat but Work is not neat
work and well not well presented and not well
presented. presented.
POSSIBLE TOTAL: 10 LEARNER’S MARK:

Now do the next activity.

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60 minutes
64
Evaluate the Grade 7 project and rubric:

1. Evaluate each instruction. Would you say it is appropriate? Is there a logical flow
in the project? Explain your answer.
2. Look at the rubric. Would you say it is appropriate? Are the level descriptors clear
and applicable? Are the performance levels realistic? Explain your answer.
3. Could changes for improvement be made to the level descriptors or weighting in
the rubric? If so, make suggestions on how to improve the rubric.

Commentary:
Share your new rubric with your study group. Keep the rubric for use during WIL or
in your own teaching.

Next we will look at investigations regarding angles.

4. INVESTIGATIONS
The aim of an investigation is to develop creative and critical thinking. It is often used
to assist learners in discovering new ideas or concepts on a topic. The following skills
are assessed by means of investigations:

x The organising and notation of ideas and findings by means of diagrams or

tables.
x The communication of ideas with appropriate explanations and claims.
x Calculations which indicate the learners’ deep understanding of mathematical
concepts.
x Making generalisations and drawing conclusions.

90 minutes
65
Taking these key skills developed through investigations into account, complete the
following:

x Set up an investigation on angles for Grade 7 learners.

x Use the internet or other reliable sources like approved school textbooks to do
some research on investigations about angles.
x Your investigation should count between 30 and 60 marks.
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x Include a memorandum and/or rubric for your investigation.

x Keep your objective for the investigation in mind.

Commentary:
Take your investigation to your study group. Be open to their comments and
suggestions. Keep your final investigation for use during WIL or in your own
teaching.

Lastly we will look at barriers regarding measurement of angles.

5. IDENTIFY AND SUPPORT LEARNERS WITH

BARRIERS TO MEASUREMENT OF ANGLES
Some learners might experience difficulties or learning barriers when it comes to their
conceptual understanding of angles or the development of the skills to measure or
draw angles. All classes and schools will differ and learners in one class will have
different abilities to understand angles. It is important that you, as the teacher, act
proactively to ensure that learners overcome learning barriers or misconceptions
which may form.

90 minutes
66
Read your core reading: Counteracting Destructive Student Misconceptions of
Mathematics (Jankvist & Niss, 2018).
Available online at EBSCOhost permalink:
https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=131001849&sit
e=ehost-live

Answer the following questions:

1. What are the three reasons why misconceptions may form in the classroom?
2. Focus your reading on the Efficacy of the Interventions on page 14. What are the
five elements which lead to a successful intervention in the classroom? Write
these down.
3. Write 2 – 3 paragraphs on how this article can help you in your teaching.

Commentary:
Share your paragraph with your study group. Be open to their comments and
suggestions. Keep your notes to use in your future teaching.

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Before we look at the specific misconceptions or errors that are made by learners
when working with angles, let us review the general learning barriers which learners
may experience in a classroom.

30 minutes
67
Complete the following table to demonstrate your understanding of the types of
learning barriers which may occur in your classroom and how they would impact
your teaching of angles:

Types of learning Explanation of learning Impact on the teaching

barriers barrier of angles

Commentary:
Share your table with your study group. Discuss your answers with them. Be open
to their comments and suggestions. Revisit your answers after completing this
section of the CLG.

We will now look at some common errors or misconceptions which can form when
working with angles.

Errors or misconceptions when working with angles

Learners may read the protractor from the wrong side.
Learners get confused between the two scales on the protractor.
Learners do not control and check their work to make sure the size of the
measured angle fits the angle.
Learners let the protractor move while measuring the angle.
When measuring the angle, the vertex and the origin of the protractor do not
correlate/connect (one of Sifiso’s mistakes in activity 61).

As a teacher you need to think creatively of strategies which can support learners in
overcoming their learning barriers or misconceptions. Below are some strategies
which you can use in your classroom.

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Support and extension of teaching angles

Have learners work in pairs. Learners often learn better from peers.
Have learners correct the mistakes that were made. Learners should always be
given the opportunity to learn from their mistakes.
Help learners who struggle to use a protractor by modelling the accurate use of
a protractor again.
Make markings on learners’ protractors who get confused which scales to use
when.
Provide learners who struggle to complete tasks, with extra time.
Refer your learners to the poster on the wall on how to use a protractor when
measuring and drawing angles.

As you can see, there are various ways in which learners can be supported. Can you
think of any other creative ways?

Complete the self-assessment to check whether you have understood each section of
this unit. If there are any concepts which you are still unsure about, go back to that
section and study it again.

120 minutes
68
Self-assessment activity: Unit 4

Now that I have worked through this unit, I

YES UNSURE NO
can:
Make and use measuring tools to measure
angles.
Explain how to use a wide range of skills and
methods to define different types of angles.
Confidently and competently teach the
measuring of angles with a protractor
Explain how to use a wide range of skills and
methods to teach the construction of angles.
Develop and provide appropriate assessments
for learners to reason about measurement of
angles.
Describe how to identify and support learners
with barriers to measurement of angles.

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Congratulations on working through this module (I-MAT 323). We hope you have met
the learning objectives in each unit of this module and you have gained valuable
mathematical knowledge and applied competencies advancing your personal and
academic mathematics learning and by implication, also your own teaching.

In the next module in the series (I-MAT 414) you will learn more about Patterns,
Functions and Algebra as well as Data Handling and how to teach these mathematics
content areas to Intermediate Phase and Grade 7 learners.

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ADDENDUM A: SANTS LESSON PLAN TEMPLATE

SANTS Private Higher Education Institution

GRADES 4, 5, 6 and 7 LESSON PLANNING FORM

NAME: STUDENT NO.

1. SUBJECT 2. TOPIC

3. DATE 4. GRADE
(Mark the grade you will be teaching with an X)

y y y y m m d d

2 0 - - 4 5 6 7

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS

5. NCS OUTCOMES/General aims (tick boxes)

Learners are able to:

‰ Identify and solve problems and make decisions using critical and creative thinking.
‰ Work effectively with others as members of a team, group, organisation and community.
‰ Organise and manage themselves and their activities responsibly and effectively.
‰ Collect, analyse, organise and critically evaluate information.
‰ Communicate effectively using visual, symbolic and/or language skills in various modes.
‰ Use science and technology effectively and critically showing responsibility towards the
environment and the health of others.
‰ Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON

(Briefly summarise the content (see 7.2) that you will be presenting in this lesson.)

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7. LESSON OBJECTIVE(S)

7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)

At the start of this lesson the learners should already know… and can do…

7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach.)

7.3 LESSON OBJECTIVES

(Own lesson objectives based on General and Specific Aims from CAPS, written in your own words)

By the end of the lesson the learners should be able to…

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one.)

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8. LTSM (Name LTSM you intend using in this lesson and remember to reference ALL your resources (text books,
websites, workbooks etc. under Reference list of all sources consulted in point 9 below. Try to use a number of different
items or types of LTSM.)

9. REFERENCE LIST OF ALL SOURCES CONSULTED

(List all the text books, workbooks, websites etc. that you used to prepare this lesson.)

10. LESSON PHASES

10.1 INTRODUCTION OF THE LESSON

(Time allocated: min)

(Give a detailed description of how you greet the learners, how you set the atmosphere for the new lesson, how you awaken
the learners’ prior knowledge, and how you create a link between what the learners already know and the new knowledge
that you will be presenting.)

10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE

(Time allocated: min)

(Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT THE
LEARNERS WILL BE DOING.):

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10.3 CONSOLIDATION

(Time allocated: min)

(Give a detailed description of how you will consolidate the new knowledge, as well as how you incorporate assessment of
the objectives and how you will wrap up. Please also mention here any HOMEWORK that you will give the learners.):

11. DIFFERENTIATION

11.1 LEARNER ENRICHMENT

(Indicate what measures are in place for learners who grasped concepts quickly. How will you challenge them and keep
them from getting bored?)

11.2 LEARNER SUPPORT

(Indicate what measures are in place for learners who struggle to grasp the concepts. How will you support them and keep
them from getting negative and frustrated?)

12. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you
find challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use
the following questions to guide your reflection:

1. Describe aspects of your lesson that worked really well.

2. Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
3. Re-examine your lesson objectives. Did you meet them? Why/why not?
4. This is what I learnt about the learners in my class today:
5. What was my most challenging moment in this lesson and why? How will I respond next time?
6. To what extent were the learners productively engaged in the learning process? Discuss.
7. If I had the opportunity to teach this lesson again to this same group of learners, what would I do differently? Why?
8. What evidence/ feedback do I have that the learners achieved an understanding of the lesson objective(s)?

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