EMA1501 ASSIGNMENT 2 MEMO 2026
DUE JUNE 2026
Question 1
The Dolphin class went to the playground for outdoor playtime. The teacher, Ms
Mokoena, took all 20 learners to the playground. She had a basket with toys. Inside the
basket were 5 balls, 10 skipping ropes, 5 medium tins and 20 wooden blocks. The
children enjoyed playing outdoor games in groups of 5. They had to pick up five
different sizes of the wooden blocks, put them inside the tin, run with it, jump over all 10
skipping ropes on the ground and put one block next to each group member. They then
had to go back to the starting point by jumping and counting backwards, taking one ball
and throwing it to each group member three times. The children each rotated the activity
in each group.
1.1 Analyze any five mathematical concepts that can be developed from the
playground activities.
Counting (forward and backward) - jumping and counting backwards, and counting
the skipping ropes.
One-to-one correspondence - putting one block next to each group member.
Classification / Sorting - picking up five different sizes of wooden blocks.
Measurement (capacity and size) - putting blocks inside a tin and selecting different
sizes.
Number operations (informal addition/subtraction) - throwing one ball to each group
member three times (repeated addition/grouping).
,1.2 Explain how each of the mathematical concepts you identified from the case
study will contribute towards logical thinking in emergent mathematics.
1. Counting (forward and backward)
When children jump and count backwards, they are practising rote counting in reverse
sequence. This contributes to logical thinking because it helps them understand that
numbers can move in two directions (increase and decrease). Backward counting is a
precursor to subtraction, the child learns that removing one means the number
becomes smaller. As the study guide explains, "counting backwards prepares learners
for subtraction sums" (EMA1501 Study Guide, p. 59). Logical thinking requires
understanding that numbers are not static; they relate to each other in predictable ways.
2. One-to-one correspondence
When children put one wooden block next to each group member, they are matching
each block to one person. This is the most basic component of number concept. The
study guide states that "learners who have grasped one-to-one correspondence
understand that one object can be paired with another in a one-to-one relationship"
(EMA1501 Study Guide, p. 43). This contributes to logical thinking because it
establishes equality "as many as" and later inequality "more than" or "less than".
Without this skill, children cannot count rationally or compare quantities logically.
3. Classification / Sorting
Picking up five different sizes of wooden blocks requires children to identify the attribute
of "size" and group blocks accordingly. Classification means "putting things together
that are alike or that belong together" (EMA1501 Study Guide, p. 46-47). Logical
thinking is enhanced as children learn to distinguish similarities and differences, form
categories, and apply consistent rules. This is the foundation for all higher-order
thinking, including data handling and set theory.
, 4. Measurement (capacity and size)
When children put blocks inside a tin, they are exploring capacity how much the tin can
hold. Selecting different-sized blocks introduces the concept of seriation (ordering by
size). The study guide notes that "children learn measurement developmentally" starting
with comparison (EMA1501 Study Guide, p. 87). Logical thinking is developed as
children estimate, compare, and predict: "Will this big block fit inside?" "How many small
blocks can the tin hold?" These actions require reasoning about physical properties and
relationships.
5. Number operations (informal addition / subtraction / grouping)
Throwing one ball to each group member three times involves repeated actions. A
group has 5 members. Throwing one ball to each of the 5 members once means 5
throws. Doing this three times means the child is experiencing early multiplication
(groups of equal size). The study guide explains that "although addition and subtraction
are not referred to directly in emergent mathematics, they often form part of problem
solving on a daily basis" (EMA1501 Study Guide, p. 61). Logical thinking is fostered as
children realise that repeated actions can be combined to find a total, and that rotating
activities requires fairness and equal sharing all fundamental to logical reasoning in
mathematics.
DUE JUNE 2026
Question 1
The Dolphin class went to the playground for outdoor playtime. The teacher, Ms
Mokoena, took all 20 learners to the playground. She had a basket with toys. Inside the
basket were 5 balls, 10 skipping ropes, 5 medium tins and 20 wooden blocks. The
children enjoyed playing outdoor games in groups of 5. They had to pick up five
different sizes of the wooden blocks, put them inside the tin, run with it, jump over all 10
skipping ropes on the ground and put one block next to each group member. They then
had to go back to the starting point by jumping and counting backwards, taking one ball
and throwing it to each group member three times. The children each rotated the activity
in each group.
1.1 Analyze any five mathematical concepts that can be developed from the
playground activities.
Counting (forward and backward) - jumping and counting backwards, and counting
the skipping ropes.
One-to-one correspondence - putting one block next to each group member.
Classification / Sorting - picking up five different sizes of wooden blocks.
Measurement (capacity and size) - putting blocks inside a tin and selecting different
sizes.
Number operations (informal addition/subtraction) - throwing one ball to each group
member three times (repeated addition/grouping).
,1.2 Explain how each of the mathematical concepts you identified from the case
study will contribute towards logical thinking in emergent mathematics.
1. Counting (forward and backward)
When children jump and count backwards, they are practising rote counting in reverse
sequence. This contributes to logical thinking because it helps them understand that
numbers can move in two directions (increase and decrease). Backward counting is a
precursor to subtraction, the child learns that removing one means the number
becomes smaller. As the study guide explains, "counting backwards prepares learners
for subtraction sums" (EMA1501 Study Guide, p. 59). Logical thinking requires
understanding that numbers are not static; they relate to each other in predictable ways.
2. One-to-one correspondence
When children put one wooden block next to each group member, they are matching
each block to one person. This is the most basic component of number concept. The
study guide states that "learners who have grasped one-to-one correspondence
understand that one object can be paired with another in a one-to-one relationship"
(EMA1501 Study Guide, p. 43). This contributes to logical thinking because it
establishes equality "as many as" and later inequality "more than" or "less than".
Without this skill, children cannot count rationally or compare quantities logically.
3. Classification / Sorting
Picking up five different sizes of wooden blocks requires children to identify the attribute
of "size" and group blocks accordingly. Classification means "putting things together
that are alike or that belong together" (EMA1501 Study Guide, p. 46-47). Logical
thinking is enhanced as children learn to distinguish similarities and differences, form
categories, and apply consistent rules. This is the foundation for all higher-order
thinking, including data handling and set theory.
, 4. Measurement (capacity and size)
When children put blocks inside a tin, they are exploring capacity how much the tin can
hold. Selecting different-sized blocks introduces the concept of seriation (ordering by
size). The study guide notes that "children learn measurement developmentally" starting
with comparison (EMA1501 Study Guide, p. 87). Logical thinking is developed as
children estimate, compare, and predict: "Will this big block fit inside?" "How many small
blocks can the tin hold?" These actions require reasoning about physical properties and
relationships.
5. Number operations (informal addition / subtraction / grouping)
Throwing one ball to each group member three times involves repeated actions. A
group has 5 members. Throwing one ball to each of the 5 members once means 5
throws. Doing this three times means the child is experiencing early multiplication
(groups of equal size). The study guide explains that "although addition and subtraction
are not referred to directly in emergent mathematics, they often form part of problem
solving on a daily basis" (EMA1501 Study Guide, p. 61). Logical thinking is fostered as
children realise that repeated actions can be combined to find a total, and that rotating
activities requires fairness and equal sharing all fundamental to logical reasoning in
mathematics.
