TPF3704
Assessment 4
PORTFOLIO
Due 29 August 2025
,TPF3704
Assessment 4
Due 29 August 2025
Teaching Practice Portfolio: Structured Lesson Plans, Pedagogical Strategies,
and Critical Reflections for TPF3704 (Foundation Phase Teaching)
Lesson 1 – MFP2601 (Management in FP) – Grade 2 Multigrade
Subject: Foundation Phase Management (Mathematics)
Date: 5 July 2025
Grade: 2 (paired with Grade 3)
Duration: 45 min
Theme: Number Operations
Topic: Addition within 20 using "making ten"
Objectives
• Model addition within 20 using manipulatives to build conceptual understanding.
• Articulate the "making ten" strategy to foster mathematical reasoning.
• Record addition sentences accurately to demonstrate procedural fluency.
• Engage in peer tutoring with cross-grade partners to promote collaborative
learning.
Introduction
To ignite curiosity, I initiated an addition relay race between Grade 2 and 3 learners,
fostering a dynamic, competitive atmosphere that primed engagement. This activity
assumed prior exposure to basic addition, verified through a brisk brainstorming session
capturing learners’ existing strategies on the board.
,This approach activated prior knowledge while revealing misconceptions, such as over-
reliance on counting by ones, which I addressed in the main activity.
Main Part
Learners worked in heterogeneous pairs, alternating roles as manipulator (using base
ten blocks) and recorder (documenting equations). This structure leveraged Vygotsky’s
social learning theory, encouraging peer scaffolding and equitable participation. I
explicitly modelled the "making ten" strategy (e.g., 9+6 = 10+5), then circulated to
provide targeted support. Base ten blocks and ten frames grounded abstract concepts
in concrete manipulatives, aligning with Piaget’s concrete operational stage. However,
some learners focused on procedural mimicry rather than conceptual understanding,
mitigated by prompting verbal explanations.
Integration
Language integration occurred as learners articulated full-sentence explanations (e.g., “I
made ten by taking 1 from 6 to add to 9”), enhancing communication skills. Life Skills
integration emphasised collaboration, fostering social cohesion in the multigrade setting.
This interdisciplinary approach assumed skills in one domain reinforce others, though it
risked diluting subject-specific focus if not balanced.
Differentiation
For struggling learners, I provided sentence starters and larger counters to reduce
cognitive load. Advanced Grade 3 learners tackled two-step problems within 50,
stretching their numerical reasoning. This differentiation assumed varied readiness
levels, though overextension could overwhelm some learners, requiring careful
monitoring.
Conclusion
Volunteers demonstrated their strategies on the board, reinforcing peer learning. An exit
question, “Why make ten?”, prompted reflection on efficiency, deepening metacognition.
Some learners needed additional scaffolding to express their reasoning.
, Assessment
Informal assessment involved observational notes on engagement and strategy use,
while a formal checklist evaluated manipulative use, strategy explanation, and recording
accuracy. This dual approach balanced process and product, with subjectivity in
observational data mitigated by standardised criteria.
Resources
Base ten blocks, ten frames, workbook templates, board.
References
Department of Basic Education. (2011). CAPS: Foundation Phase Mathematics.
Gömleksiz, M. N. (2013). Peer tutoring in multigrade classrooms. IJLTE.
Reflection
The lesson assumed manipulatives and peer tutoring inherently enhance
understanding, yet some learners struggled to abstract from concrete tools to symbolic
representation. The multigrade context enriched collaboration but challenged
differentiation. Future iterations could incorporate digital tools to visualise “making ten,”
addressing varied learning modalities while maintaining CAPS alignment.
Assessment 4
PORTFOLIO
Due 29 August 2025
,TPF3704
Assessment 4
Due 29 August 2025
Teaching Practice Portfolio: Structured Lesson Plans, Pedagogical Strategies,
and Critical Reflections for TPF3704 (Foundation Phase Teaching)
Lesson 1 – MFP2601 (Management in FP) – Grade 2 Multigrade
Subject: Foundation Phase Management (Mathematics)
Date: 5 July 2025
Grade: 2 (paired with Grade 3)
Duration: 45 min
Theme: Number Operations
Topic: Addition within 20 using "making ten"
Objectives
• Model addition within 20 using manipulatives to build conceptual understanding.
• Articulate the "making ten" strategy to foster mathematical reasoning.
• Record addition sentences accurately to demonstrate procedural fluency.
• Engage in peer tutoring with cross-grade partners to promote collaborative
learning.
Introduction
To ignite curiosity, I initiated an addition relay race between Grade 2 and 3 learners,
fostering a dynamic, competitive atmosphere that primed engagement. This activity
assumed prior exposure to basic addition, verified through a brisk brainstorming session
capturing learners’ existing strategies on the board.
,This approach activated prior knowledge while revealing misconceptions, such as over-
reliance on counting by ones, which I addressed in the main activity.
Main Part
Learners worked in heterogeneous pairs, alternating roles as manipulator (using base
ten blocks) and recorder (documenting equations). This structure leveraged Vygotsky’s
social learning theory, encouraging peer scaffolding and equitable participation. I
explicitly modelled the "making ten" strategy (e.g., 9+6 = 10+5), then circulated to
provide targeted support. Base ten blocks and ten frames grounded abstract concepts
in concrete manipulatives, aligning with Piaget’s concrete operational stage. However,
some learners focused on procedural mimicry rather than conceptual understanding,
mitigated by prompting verbal explanations.
Integration
Language integration occurred as learners articulated full-sentence explanations (e.g., “I
made ten by taking 1 from 6 to add to 9”), enhancing communication skills. Life Skills
integration emphasised collaboration, fostering social cohesion in the multigrade setting.
This interdisciplinary approach assumed skills in one domain reinforce others, though it
risked diluting subject-specific focus if not balanced.
Differentiation
For struggling learners, I provided sentence starters and larger counters to reduce
cognitive load. Advanced Grade 3 learners tackled two-step problems within 50,
stretching their numerical reasoning. This differentiation assumed varied readiness
levels, though overextension could overwhelm some learners, requiring careful
monitoring.
Conclusion
Volunteers demonstrated their strategies on the board, reinforcing peer learning. An exit
question, “Why make ten?”, prompted reflection on efficiency, deepening metacognition.
Some learners needed additional scaffolding to express their reasoning.
, Assessment
Informal assessment involved observational notes on engagement and strategy use,
while a formal checklist evaluated manipulative use, strategy explanation, and recording
accuracy. This dual approach balanced process and product, with subjectivity in
observational data mitigated by standardised criteria.
Resources
Base ten blocks, ten frames, workbook templates, board.
References
Department of Basic Education. (2011). CAPS: Foundation Phase Mathematics.
Gömleksiz, M. N. (2013). Peer tutoring in multigrade classrooms. IJLTE.
Reflection
The lesson assumed manipulatives and peer tutoring inherently enhance
understanding, yet some learners struggled to abstract from concrete tools to symbolic
representation. The multigrade context enriched collaboration but challenged
differentiation. Future iterations could incorporate digital tools to visualise “making ten,”
addressing varied learning modalities while maintaining CAPS alignment.
