MFP1501
ASSIGNMENT 2
2024 - 18 JUNE
2024
[Company address]
, MFP1501 Assignment 2 2024 - 18 June 2024
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)
One-to-One Counting
Description: One-to-one counting is the foundational phase where children learn to count objects one at a time.
Each object is paired with a single counting word, ensuring a direct correspondence between the number of
items and the number words.
Example: Imagine a child playing with blocks. As they place each block into a box, they count aloud: "one,
two, three, four, five." This phase focuses on the child's ability to correctly assign one number to each object,
ensuring an accurate count.
Educational Activity: A teacher might use a counting book where children have to count the number of
animals on each page. This reinforces the concept of one-to-one correspondence as they point to each animal
and say the corresponding number.
Significance: This phase is crucial because it establishes the basic understanding of numbers and counting,
which is necessary for more complex mathematical concepts. Without mastering one-to-one counting, a child
would struggle with higher-level arithmetic.
Additive Composition
Description: Additive composition involves understanding that numbers can be broken down into parts and
recombined. Children learn that numbers are composed of smaller numbers added together.
Example: Consider a child who has 7 apples. They realize that this total can be broken down into 3 apples and
4 apples, or 5 apples and 2 apples, and still add up to 7.
Educational Activity: A teacher might provide a set of 10 blocks and ask the children to find all the different
ways to group the blocks into two piles. For instance, 1+9, 2+8, 3+7, etc. This exercise helps children see the
flexibility of numbers and the various ways they can be combined.
ASSIGNMENT 2
2024 - 18 JUNE
2024
[Company address]
, MFP1501 Assignment 2 2024 - 18 June 2024
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)
One-to-One Counting
Description: One-to-one counting is the foundational phase where children learn to count objects one at a time.
Each object is paired with a single counting word, ensuring a direct correspondence between the number of
items and the number words.
Example: Imagine a child playing with blocks. As they place each block into a box, they count aloud: "one,
two, three, four, five." This phase focuses on the child's ability to correctly assign one number to each object,
ensuring an accurate count.
Educational Activity: A teacher might use a counting book where children have to count the number of
animals on each page. This reinforces the concept of one-to-one correspondence as they point to each animal
and say the corresponding number.
Significance: This phase is crucial because it establishes the basic understanding of numbers and counting,
which is necessary for more complex mathematical concepts. Without mastering one-to-one counting, a child
would struggle with higher-level arithmetic.
Additive Composition
Description: Additive composition involves understanding that numbers can be broken down into parts and
recombined. Children learn that numbers are composed of smaller numbers added together.
Example: Consider a child who has 7 apples. They realize that this total can be broken down into 3 apples and
4 apples, or 5 apples and 2 apples, and still add up to 7.
Educational Activity: A teacher might provide a set of 10 blocks and ask the children to find all the different
ways to group the blocks into two piles. For instance, 1+9, 2+8, 3+7, etc. This exercise helps children see the
flexibility of numbers and the various ways they can be combined.
