This document contains workings, explanations and solutions to the MFP1501 Assignment 2 (QUALITY ANSWERS) 2024. For assistance call or us on 0.6.8..8.1.2..0.9.3.4........ Question 1 Jacob and Willis (2003) outline hierarchical phases through which multiplicative thinking develops, which include one-to-one counting, additive composition, many-to-one counting, and multiplicative relations. Discuss each phase to show how best you understand it. N.B. It should not be the same. Be creative. (20) Question 2 In the Foundation Phase, multiplication is commonly introduced as repeated addition, that is, situations where several groups of the same size need to be added together. We usually ask questions such as: “How big is each group or how many groups? Provide five examples which are different from those in the study guide. (10) Question 3 You can teach doubling in the Foundation Phase in various ways. These approaches depend on the grade level you teach or what learners can or cannot do. It is important always to be responsive to your learners' cognitive level. It would be best if you always were moving learners to a more abstract level but using concrete apparatus to scaffold these moves. There are also a variety of diagrams for teaching doubling apart from using body parts as resources. 4 3.1 Identify two diagrams that you can use to teach doubling to the Foundation Phase. (4) 3.2 Motivate how you will use each diagram. Do not copy from the study guide (6) (10) Question 4 Kindly note that the “long division” method should be introduced only when learners fully understand the horizontal division process. The traditional long-division method is undoubtedly one of the most challenging algorithms for learners to understand. Many teachers struggle to teach it and many learners struggle to learn it! This method should, therefore NOT be introduced too early. 4.1 Apply the scaffolding approach to teach a Grade 3 learner how the following problems can be solved: 4.1.1 96 ÷ 20 (10) 4.1.2 728 ÷ 300 (10) 4.2 Design a learning activity in which you illustrate how you will teach division as a grouping. (10) 4.3 Differentiate between two situations of division using the table below as a guide Do not copy what is in the study guide (10) Division situation Problem structure Question asked Examples (40) Question 5 Most children find fractions very difficult to learn, and fractions are one of the topics in mathematics that many teachers teach poorly. 5.1 Identify difficulties which Foundation Phase learners may experience with fractions. (3) 5.2 Elaborate in detail how they experience difficulties with each of the difficulties you mentioned in 5.1 (9) 5.3 Certain pre-knowledge domains are necessary for developing a strong understanding of fraction concepts. Some of these knowledge domains include the following: equal sharing, partitioning, and unitising. Utilise the descriptions in the study guide to explain each of these knowledge domains. (6) 5.4 What should the Foundation Phase teacher do to support learners to realise that the more a unit is partitioned, the smaller the pieces you get?
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