LOLA JACOBS ASSIGNMENTS © 2024
MFP1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
Question 1
One-to-one counting: Picture a group of kids excitedly counting candy pieces
at a birthday party. Each child grabs one candy at a time, ensuring they count
accurately without skipping any. This phase represents the foundational
understanding of numbers, where each item is counted once and only once.
Additive composition: Imagine a chef preparing a pizza with various toppings.
They start with a plain base and then add toppings one by one—cheese,
pepperoni, mushrooms, and so forth. This phase involves combining or adding
quantities together to form a total, laying the groundwork for more complex
mathematical operations.
Many-to-one counting: Consider a farmer collecting eggs from multiple nests in
the henhouse. Instead of counting each individual egg, they count the number
of nests and then multiply by the average number of eggs per nest. This phase
emphasizes grouping items into sets and counting the total number of sets.
, LOLA JACOBS ASSIGNMENTS © 2024
Multiplicative relations: Think of a baker making batches of cookies for a sale.
They calculate the amount of flour needed by multiplying the number of batches
by the amount of flour required for each batch. This phase involves
understanding the relationship between quantities in multiplication, where one
quantity is scaled up or down relative to another.
Question 2
a. Toy Cars: If there are 3 toy cars in each box, and there are 4 boxes, how
many toy cars are there in total?
b. Apples on Trees: If there are 6 apples on each tree, and there are 5 trees,
how many apples are there in total?
c. Pencils in Packs: If there are 8 pencils in each pack, and there are 7 packs,
how many pencils are there in total?
d. Stars on Flags: If there are 9 stars on each flag, and there are 6 flags, how
many stars are there in total?
e. Fish in Tanks: If there are 10 fish in each tank, and there are 3 tanks, how
many fish are there in total?
Question 3
3.1 Diagrams:
a) Array Model: A grid-like representation with rows and columns, where each
cell can represent a doubling pair.
b) Area Model: A visual representation dividing a shape into two equal parts,
symbolizing the doubling process.
3.2 Motivation:
a. Array Model: I will use this to show students how to systematically double
numbers, emphasizing the concept of rows and columns. For example,
doubling 3 can be illustrated as 3 rows with 2 in each row.
b. Area Model: This will be helpful for demonstrating the geometric aspect of
doubling, connecting the concept to real-world scenarios like doubling the
dimensions of a square.
Question 4
4.1 Scaffolding Approach:
a) 96 ÷ 20: Start by asking the student to divide 96 into groups of 10,
emphasizing the concept of grouping. Then, gradually introduce the idea of
dividing by 20, relating it back to dividing by 10.
b) 728 ÷ 300: Break down the problem by first dividing 728 by 100, then
guiding the student to understand how to divide by 3, reinforcing the idea
of breaking down larger numbers into manageable parts.
MFP1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
Question 1
One-to-one counting: Picture a group of kids excitedly counting candy pieces
at a birthday party. Each child grabs one candy at a time, ensuring they count
accurately without skipping any. This phase represents the foundational
understanding of numbers, where each item is counted once and only once.
Additive composition: Imagine a chef preparing a pizza with various toppings.
They start with a plain base and then add toppings one by one—cheese,
pepperoni, mushrooms, and so forth. This phase involves combining or adding
quantities together to form a total, laying the groundwork for more complex
mathematical operations.
Many-to-one counting: Consider a farmer collecting eggs from multiple nests in
the henhouse. Instead of counting each individual egg, they count the number
of nests and then multiply by the average number of eggs per nest. This phase
emphasizes grouping items into sets and counting the total number of sets.
, LOLA JACOBS ASSIGNMENTS © 2024
Multiplicative relations: Think of a baker making batches of cookies for a sale.
They calculate the amount of flour needed by multiplying the number of batches
by the amount of flour required for each batch. This phase involves
understanding the relationship between quantities in multiplication, where one
quantity is scaled up or down relative to another.
Question 2
a. Toy Cars: If there are 3 toy cars in each box, and there are 4 boxes, how
many toy cars are there in total?
b. Apples on Trees: If there are 6 apples on each tree, and there are 5 trees,
how many apples are there in total?
c. Pencils in Packs: If there are 8 pencils in each pack, and there are 7 packs,
how many pencils are there in total?
d. Stars on Flags: If there are 9 stars on each flag, and there are 6 flags, how
many stars are there in total?
e. Fish in Tanks: If there are 10 fish in each tank, and there are 3 tanks, how
many fish are there in total?
Question 3
3.1 Diagrams:
a) Array Model: A grid-like representation with rows and columns, where each
cell can represent a doubling pair.
b) Area Model: A visual representation dividing a shape into two equal parts,
symbolizing the doubling process.
3.2 Motivation:
a. Array Model: I will use this to show students how to systematically double
numbers, emphasizing the concept of rows and columns. For example,
doubling 3 can be illustrated as 3 rows with 2 in each row.
b. Area Model: This will be helpful for demonstrating the geometric aspect of
doubling, connecting the concept to real-world scenarios like doubling the
dimensions of a square.
Question 4
4.1 Scaffolding Approach:
a) 96 ÷ 20: Start by asking the student to divide 96 into groups of 10,
emphasizing the concept of grouping. Then, gradually introduce the idea of
dividing by 20, relating it back to dividing by 10.
b) 728 ÷ 300: Break down the problem by first dividing 728 by 100, then
guiding the student to understand how to divide by 3, reinforcing the idea
of breaking down larger numbers into manageable parts.
