Mathematics for Foundation Phase Teachers
MFP1501
ASSIGNMENT 02: WRITTEN ASSIGNMENT
DUE DATE: 16 July 2021
UNIQUE NUMBER: 535229
, Contents
Question 1
1.1 Five stages of early number learning and create a learning activity for each stage. pg 3
1.2 Column A and column B 1.2.1 pg 3
1.2.2 pg 3
1.2.3 pg 3
1.2.4 pg 3
1.2.5 pg 3
Question 2
2.1 2- and 3- digit numbers using strategic doubling. pg 4
2.2 Use the scaffolding method to work out the following in steps by steps. Pg 4-5
Question 3
3.1 Equal sharing, partitioning and unitising? Pg 6-8
3.2 The pattern and general statements of positions. pg 8
3.2.1 27th position pg 8
3.2.2 64th position pg 8
3.2.3 109th position pg 8
3.3.1 For each row from left to right, the number increases by 2 pg 9
3.3.2 For each column from top to bottom, the number increases by 20 pg 10
3.3.3 On the diagonal from left to right, the number increases by 22 pg 11
3.3.4 On the diagonal from right to left, the number increases by 18 pg 12
Question 4
Name different types of triangles? Pg 13
Bibliography pg 14
, Question 1
1.1 1) Stage 0 Emergent counting. The child cannot count visible items.
ACTIVITY : When asked on the mat “Give me 3 blocks”… a collection of blocks will be given. A child will count
some blocks twice or skip one or two items. When asked to count the blocks an attempt to count them in ones
was performed but not accurately.
2) Stage 1 - Perceptual counting - The student who is a perceptual counter can count items that he or she can
perceive (see, hear or touch). A perceptual counter will demonstrate the one-to-one principle without skipping
or double-counting items. At this stage perceiving of items is needed. Visible counters wil be counted by
touching each one.
ACTIVITY: I will ask learner to fill up 2 nests with 3 little clay eggs. Learner touch and put egge one by one in
nest.
3) Stage 2 - Figurative counting. The learner can count items in screened collection, but always start from 1.
The learner match the sequence of counting words to figural items rather than perceptual ones.
ACTIVITY : Two collections with counters must be added. One collection has 5 counters and the next has 6
counters. Counting on does not exist. So the learner count first collection from 1 and continue to the next
collection: 1,2,3,4,5,………6,7,8,9,10,11.
4) Stage 3 – Initial number sequence. The learner uses counting on rather than counting from one.
ACTIVITY: 7+ [ ] = 15. Learner uses counting on to figure out what number is missing. I have 7 and count on
8,9,10,11,12,13,14,15. The answer is 8.
5) Stage 5 - Facile number sequence – This is a non-count-by-ones strategy, including compensation and known
facts.
ACTIVITY: eg. 15 + 18 = 18+ 15 therefore 150 + [ ] = 180 + 150
Cummalativity leads learner to the answer of 180
Or 4 +3 = 7 therefore 7-4 = 3
1.2 1.2.1 c
1.2.2 e
1.2.3 a
1.2.4 b
1.2.5 d
MFP1501
ASSIGNMENT 02: WRITTEN ASSIGNMENT
DUE DATE: 16 July 2021
UNIQUE NUMBER: 535229
, Contents
Question 1
1.1 Five stages of early number learning and create a learning activity for each stage. pg 3
1.2 Column A and column B 1.2.1 pg 3
1.2.2 pg 3
1.2.3 pg 3
1.2.4 pg 3
1.2.5 pg 3
Question 2
2.1 2- and 3- digit numbers using strategic doubling. pg 4
2.2 Use the scaffolding method to work out the following in steps by steps. Pg 4-5
Question 3
3.1 Equal sharing, partitioning and unitising? Pg 6-8
3.2 The pattern and general statements of positions. pg 8
3.2.1 27th position pg 8
3.2.2 64th position pg 8
3.2.3 109th position pg 8
3.3.1 For each row from left to right, the number increases by 2 pg 9
3.3.2 For each column from top to bottom, the number increases by 20 pg 10
3.3.3 On the diagonal from left to right, the number increases by 22 pg 11
3.3.4 On the diagonal from right to left, the number increases by 18 pg 12
Question 4
Name different types of triangles? Pg 13
Bibliography pg 14
, Question 1
1.1 1) Stage 0 Emergent counting. The child cannot count visible items.
ACTIVITY : When asked on the mat “Give me 3 blocks”… a collection of blocks will be given. A child will count
some blocks twice or skip one or two items. When asked to count the blocks an attempt to count them in ones
was performed but not accurately.
2) Stage 1 - Perceptual counting - The student who is a perceptual counter can count items that he or she can
perceive (see, hear or touch). A perceptual counter will demonstrate the one-to-one principle without skipping
or double-counting items. At this stage perceiving of items is needed. Visible counters wil be counted by
touching each one.
ACTIVITY: I will ask learner to fill up 2 nests with 3 little clay eggs. Learner touch and put egge one by one in
nest.
3) Stage 2 - Figurative counting. The learner can count items in screened collection, but always start from 1.
The learner match the sequence of counting words to figural items rather than perceptual ones.
ACTIVITY : Two collections with counters must be added. One collection has 5 counters and the next has 6
counters. Counting on does not exist. So the learner count first collection from 1 and continue to the next
collection: 1,2,3,4,5,………6,7,8,9,10,11.
4) Stage 3 – Initial number sequence. The learner uses counting on rather than counting from one.
ACTIVITY: 7+ [ ] = 15. Learner uses counting on to figure out what number is missing. I have 7 and count on
8,9,10,11,12,13,14,15. The answer is 8.
5) Stage 5 - Facile number sequence – This is a non-count-by-ones strategy, including compensation and known
facts.
ACTIVITY: eg. 15 + 18 = 18+ 15 therefore 150 + [ ] = 180 + 150
Cummalativity leads learner to the answer of 180
Or 4 +3 = 7 therefore 7-4 = 3
1.2 1.2.1 c
1.2.2 e
1.2.3 a
1.2.4 b
1.2.5 d
