EMA1501 Assignment 3 Portfolio Answers 2026 - Due October 2026

EMA1501 Assignment 3 Portfolio Answers 2026 - Due October 2026 EMA1501/ASSESSMENT/3/2026 ASSESSMENT 3/ PORTFOLIO 2026 Emergent Mathematics EMA1501 Year module Department of Early Childhood Education and Development This tutorial letter contains important information about your portfolio. BARCODE INTRODUCTION Dear Student Welcome to the module Emergent Mathematics (EMA1501) at NQF level 5. I hope your engagement with this module will be an enlightening and enriching experience. • Assessment 3 is a final assessment, in the form of a PORTFOLIO of evidence. The PORTFOLIO will count 80% towards the final module mark. • NB: THE PORTFOLIO IS REGARDED AS YOUR FINAL EXAM!!! 1.1 Outcomes of Assessment 3/Portfolio • In this assessment, you will be required to demonstrate that you have met the outcomes and assessment criteria from ALL the Learning Units (1 to 7) • Please take time to go through the instructions in completing the practical activities in the portfolio. • Complete and submit this Unisa portfolio as is – do not redesign your own. • REMEMBER THAT THIS FORMS PART OF YOUR FINAL EXAMINATION PORTFOLIO. You will receive the final portfolio mark in December. If you have any administrative queries relating to your assessment, please contact: Ms Siko () from the Assessment Section. You will only receive the final portfolio mark in December as it is an examination portfolio. No individual marks for each portfolio are provided. 1.2 Resources To complete this assessment, refer to the content of ALL the learning units. 2 EMA1501/ASSESSMENT/3/2026 1.3 Submission of Assessment 3 Portfolio Note that your assessments must be submitted online only, before the due dates. Assessments may not be submitted by email. To obtain detailed information on the requirements for the assessments, consult the Study @ Unisa publication/website. Please ensure that you submit the correct assessment. You have three opportunities to submit, whereafter the portal will block you from making any further attempts. To ensure that you find and upload the correct assessment, always save an assessment under your student number, surname, module name and assessment number (for example, 1237654 Msibi EMA1501 Ass 3 Portfolio). Make sure you understand the wording of the assessment correctly. Do not deliberately interpret the assessment incorrectly to make it easier to answer. Work systematically. Work out a scheme before you start answering the question. The first page of your submission should have a cover page with your name and student number, as well as the relevant assessment information. In the case of handwritten assessments, use the official answer pads and assignment covers. Write on one side of the paper only and ensure that the various pages are attached in the correct order. Scan and submit online as a single PDF document. 1.4 Plagiarism We want to remind you that it is unethical (and unacceptable) to hand in assessments that are not your own work. Whenever the University becomes aware of such malpractices, it will take stern measures against the student concerned. When doing assessments, you must submit your own ideas, in your own words, sometimes interspersed with relevant short quotations that are properly referenced. Also note that, although you may work together with other students when preparing assessments/assignments, each of you must submit your own individual assignment. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is regarded as copying (a form of plagiarism), and none of those assessments will be marked. Furthermore, you may be penalized or subjected to disciplinary proceedings by the University. 3 HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION Module Code: EMA1501 Assessment: 3 Portfolio 1. I know that plagiarism means taking and using the ideas, writings, works or inventions of another as if they were one's own. I know that plagiarism not only includes verbatim copying but also the extensive use of another person’s ideas without proper acknowledgement (which includes the proper use of quotation marks) or any attempt to cheat the plagiarism checking system. I know that plagiarism covers the use of material found in textual sources and from the Internet. 2. I acknowledge and understand that plagiarism is wrong. 3. I understand that my assessment/exam answers must be accurately referenced. 4. This assessment/exam file/portfolio is my own work. I acknowledge that copying someone else’s work, or part of it, is wrong and that submitting identical work to others constitutes a form of plagiarism. 5. I have not allowed, nor will I in the future allow anyone to copy my work with the intention of passing it off as their own work. 6. I understand that I can be awarded 0% if I have plagiarized. 7. I understand that my assessment/exam file/portfolio may be submitted automatically to Turnitin. 8. I confirm that I have read and understood the following Unisa policies: 8.1 Policy on Copyright and Plagiarism 8.2 Policy on Academic Integrity 8.3 Student Disciplinary Code Name……………………………………………… Student Number: ............................. Signed ……………………………………………. Date ………………………………….. 4 EMA1501/ASSESSMENT/3/2026 ASSESSMENT 3 PORTFOLIO ACTIVITY 1: PLAY Play is often referred to as a child’s work. It is the way that children experience life and can make sense of the world around them. It is therefore, through play that children discover and learn many mathematical concepts spontaneously. From the above, it is clear that a play-based approach to the learning of mathematics is essential for the young child. Play provides a safe environment where they can creatively explore the world and get to know the different mathematical concepts necessary for further success in the field. 1.1 Look at the illustrations below: 1. 2. 5 3. 4. 5. 6. 6 EMA1501/ASSESSMENT/3/2026 1.1.1 In the spaces provided below, name and define the type of play depicted by each picture (12) TYPE OF PLAY 1. 2. 3. 4. 5. 6. 1.1.2. Find recycled materials around your home, shops, malls and any other place in your community and develop your own resources that you can use in activities, on each of the six types of play to teach young children mathematical concepts. Take pictures of your developed resources and paste them on the spaces provided. (6x3=18) 7 MATHEMATICAL CONCEPTS AND SKILLS TO CHOOSE FROM: (Counting, Matching, Shape, Space, Patterns, Measurement, Data Handling, Ordering, Story Sums, Classification, Conservation, One-to-One Correspondence). PLAY 1: PICTURE OF RESOURCE DEVELOPED (3) PLAY 2: PICTURE OF RESOURCE DEVELOPED 8 EMA1501/ASSESSMENT/3/2026 (3) PLAY 3: PICTURE OF RESOURCE DEVELOPED (3) 9 PLAY 4: PICTURE OF RESOURCE DEVELOPED (3) 10 EMA1501/ASSESSMENT/3/2026 PLAY 5: PICTURE OF RESOURCE DEVELOPED (3) 11 PLAY 6: PICTURE OF RESOURCE DEVELOPED (3) 1.1.3. Give a summary (with an introduction, main and conclusion) of an activity you’ll do for each type of play, and which concept you’ll be teaching. You may not teach the same concept for more than one type of play. (6x6=36) 12 EMA1501/ASSESSMENT/3/2026 MATHEMATICAL CONCEPTS AND SKILLS TO CHOOSE FROM: Counting, Matching, Shape, Space, Patterns, Measurement, Data Handling, Ordering, Story Sums, Classification, Conservation, One-to-One Correspondence. Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 1 5) 13 Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 2 5) 14 EMA1501/ASSESSMENT/3/2026 Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 3 5) 15 Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 4 5) 16 EMA1501/ASSESSMENT/3/2026 Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 5 5) 17 Concept to be taught: (1) Summary (with an introduction, main and conclusion) of an activity you’ll do for Play 6 5) (66) 18 EMA1501/ASSESSMENT/3/2026 ACTIVITY 2 LOOK AT THE PICTURE OF A GRADE R CLASSROOM BELOW: 2.1 Use the template given below, to plan an emergent mathematics lesson, using any of the resources you can identify from the picture. Decide on a concept or concepts to teach. (34) 19 MATHEMATICS LESSON PLAN STUDENT NAME & STUDENT NUMBER: (2) DATE (1) THEME (1) TERM (1) TOPIC (1) SUBJECT Mathematics DURATION (1) Guidance on what to focus on from CAPS • Numbers, Operations and Relationships: Counting objects, recognising number symbols and names, describing, comparing and ordering numbers, and solving word problems in context. • Patterns, Functions and Algebra: Copying, extending, describing, and creating patterns using physical objects, drawings, and symbolic forms; working with both number and geometric patterns. • Space and Shape (Geometry): Recognising and naming 2D shapes (e.g., circles, squares, triangles) and 3D objects (e.g., balls, boxes); describing the position of objects in space. • Measurement: Comparing and ordering objects based on length, mass, and capacity; using non-standard units to measure; telling time using routines; and sequencing events. • Data Handling: Collecting and sorting objects; representing data using concrete objects and pictures; answering questions about the data. 20 EMA1501/ASSESSMENT/3/2026 Aim of the lesson: (What do you intend to achieve in the lesson, providing a sense of direction for teaching and learning). (2) Learning objectives: (Describe what learners should be able to do at the end of the lesson. Provide examples of verbs to be used: identify, explain, differentiate, etc. (3) 1. 2. 3. 21 Resources: Paste pictures of the resources that you made. (5) 22 EMA1501/ASSESSMENT/3/2026 Small group activities These activities are related to the theme, content areas, or skills that the learners have already mastered. Once given instructions, they can work independently whilst you work with the focus group. Describe what each group will do. Small Group Activity 1 (2) 23 Small Group Activity 2 (2) Small Group Activity 3 (2) Small Group Activity 4 (2) 24 EMA1501/ASSESSMENT/3/2026 FOCUSED ACTIVITY (Teaching a new concept/extending or revising) Introduction (Get the learners motivated for learning related to your objectives – stories, songs, sifting, sorting, manipulating object to compare it, identifying patterns, grouping things) (3) Development - (introduce the new concept through problem-solving, asking open-ended questions, role play - Use concrete resources, blocks, counters, paper shapes, real-life objects, pictures, do nature walks beforehand to collect objects to be used) (3) 25 Conclusion – (Recap concepts learned through songs, rhymes, or quick games that review key ideas, pattern clapping, drawings, creation of patterns. Ask learners to share their learnings.) (3) (34) TOTAL: 100 © Unisa 2026 26