TPF3703
Assignment 4
Portfolio 51
Due August 2025
,TPF3703
Assignment 4: Exceptional Answers
Portfolio 51
Due August 2025
Advancing Foundational Competencies: Pedagogical Approaches for Grade 2 and
Grade 3 Learners
Lesson 1: MFP1501 – Grade 2 – Counting as Lists and Quantities
Lesson Context and Objectives
Subject: Mathematics Topic: Number Concept Development – Counting and Quantity
Grade: 2 Duration: 40 minutes
Learning Outcomes: By the end of this lesson, learners will be able to:
• Consistently articulate number words in the correct sequence when counting
items up to 50, demonstrating mastery of the stable order principle.
• Accurately assign one number word to each item in a set, irrespective of item
type, showcasing the one-to-one principle.
• Correctly identify the final number spoken as representing the total quantity of a
set, indicating an understanding of the cardinal principle.
• Understand that numbers can be used to count items in a list (e.g., "first, second,
third") and to describe the total size of a set (cardinality).
Teaching and Learning Resources
Resources for Grade 2 are chosen to provide novel engagement, diverging from those
used in earlier grades, while maintaining contextual relevance for learners.
• Collections of natural objects: For example, a bag of different-sized leaves, a
collection of unique stones, or an assortment of various seeds. These provide
opportunities for counting diverse items, reinforcing the abstraction principle.
, • Miniature toy vehicles: Such as cars, trucks, and trains, which can be easily
arranged in lines for ordinal counting or grouped for cardinality.
• Large, laminated numeral cards (1-50): For visual reinforcement of number
words and symbols.
• Counting mats: Individual mats for learners to physically move objects, ensuring
one-to-one correspondence.
Story-Based Introduction
To foster engagement and embed the mathematical concepts within a narrative,
learners will collectively construct a story linked to the displayed resources.
• Teacher's Prompt: "I have gathered these fascinating leaves, stones, and
miniature vehicles. Imagine we are at a special market where these items are
collected. Can you help me create a story about what happens at this market?
Perhaps a collector is organizing their treasures, or maybe a delivery service is
counting their fleet of cars and trucks?"
• Learners will be guided to contribute elements to the story. For example, "A
collector needs to count all their unique stones," or "A mechanic is checking how
many red cars are in a line." This collaborative story-telling not only activates
prior knowledge but also cultivates a sense of ownership over the lesson's
context, making the subsequent mathematical activities more meaningful
(Bruner, 1960).
Lesson Presentation
Step 1: Introduction (5 minutes)
• Facilitate the co-creation of "The Great Collection Story" using the natural objects
and toy vehicles as prompts.
• As elements of the story emerge (e.g., "The collector had many leaves to count"),
gently introduce the idea of counting as a list (ordinality within a sequence) and
counting for quantity (cardinality of a set). For instance, "If the collector lines up
, the leaves, which is the fifth leaf?" and "How many leaves does the collector
have in total?"
Assignment 4
Portfolio 51
Due August 2025
,TPF3703
Assignment 4: Exceptional Answers
Portfolio 51
Due August 2025
Advancing Foundational Competencies: Pedagogical Approaches for Grade 2 and
Grade 3 Learners
Lesson 1: MFP1501 – Grade 2 – Counting as Lists and Quantities
Lesson Context and Objectives
Subject: Mathematics Topic: Number Concept Development – Counting and Quantity
Grade: 2 Duration: 40 minutes
Learning Outcomes: By the end of this lesson, learners will be able to:
• Consistently articulate number words in the correct sequence when counting
items up to 50, demonstrating mastery of the stable order principle.
• Accurately assign one number word to each item in a set, irrespective of item
type, showcasing the one-to-one principle.
• Correctly identify the final number spoken as representing the total quantity of a
set, indicating an understanding of the cardinal principle.
• Understand that numbers can be used to count items in a list (e.g., "first, second,
third") and to describe the total size of a set (cardinality).
Teaching and Learning Resources
Resources for Grade 2 are chosen to provide novel engagement, diverging from those
used in earlier grades, while maintaining contextual relevance for learners.
• Collections of natural objects: For example, a bag of different-sized leaves, a
collection of unique stones, or an assortment of various seeds. These provide
opportunities for counting diverse items, reinforcing the abstraction principle.
, • Miniature toy vehicles: Such as cars, trucks, and trains, which can be easily
arranged in lines for ordinal counting or grouped for cardinality.
• Large, laminated numeral cards (1-50): For visual reinforcement of number
words and symbols.
• Counting mats: Individual mats for learners to physically move objects, ensuring
one-to-one correspondence.
Story-Based Introduction
To foster engagement and embed the mathematical concepts within a narrative,
learners will collectively construct a story linked to the displayed resources.
• Teacher's Prompt: "I have gathered these fascinating leaves, stones, and
miniature vehicles. Imagine we are at a special market where these items are
collected. Can you help me create a story about what happens at this market?
Perhaps a collector is organizing their treasures, or maybe a delivery service is
counting their fleet of cars and trucks?"
• Learners will be guided to contribute elements to the story. For example, "A
collector needs to count all their unique stones," or "A mechanic is checking how
many red cars are in a line." This collaborative story-telling not only activates
prior knowledge but also cultivates a sense of ownership over the lesson's
context, making the subsequent mathematical activities more meaningful
(Bruner, 1960).
Lesson Presentation
Step 1: Introduction (5 minutes)
• Facilitate the co-creation of "The Great Collection Story" using the natural objects
and toy vehicles as prompts.
• As elements of the story emerge (e.g., "The collector had many leaves to count"),
gently introduce the idea of counting as a list (ordinality within a sequence) and
counting for quantity (cardinality of a set). For instance, "If the collector lines up
, the leaves, which is the fifth leaf?" and "How many leaves does the collector
have in total?"
