100% TRUSTED workings,
explanations and solutions
MFP1501
Assignment 2
Mathematics for Foundation Phase
Teachers (MFP1501)
University Of South Africa (Unisa)
, Exam (elaborations)
MFP1501 Assignment 2 (COMPLETE ANSWERS) 2024 -
18 June 2024
Course
Mathematics for Foundation Phase Teachers (MFP1501)
Institution
University Of South Africa (Unisa)
Book
Teaching Mathematics
MFP1501 Assignment 2 (COMPLETE ANSWERS) 2024 - 18 June 2024;
100% TRUSTED workings, explanations and solutions. for assistance
@+254743275643.................................
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: Imagine a group of young students accumulating colorful candy. At this
point, they're merely counting one candy at a time, matching it to a number. They're on a treasure
hunt, assigning a different number to each candy they discover. They're not yet concerned with
how many candies there are altogether; their focus is on giving each candy an individual identity,
similar to identifying each member of a team.
Additive Composition: Consider a group of builders erecting a tower out of blocks. Here, the
students begin to realize the benefit of merging discrete components to form a greater whole.
Each brick they add increases the total height of the tower. They are no longer simply counting
the blocks; they are stacking them, realizing that the height of the tower is the sum of all the
individual blocks. It's like piecing together a puzzle, with each piece helping to complete the
picture.
Many-to-One Counting: Picture a bunch of gardeners planting rows of flowers in a garden. At
this stage, the students begin to understand the concept of grouping. Instead of counting each
bloom individually, they realize they may count numerous flowers as one group. They may count
the flowers in rows or bunches, noting that each row or bunch represents a specific number of
explanations and solutions
MFP1501
Assignment 2
Mathematics for Foundation Phase
Teachers (MFP1501)
University Of South Africa (Unisa)
, Exam (elaborations)
MFP1501 Assignment 2 (COMPLETE ANSWERS) 2024 -
18 June 2024
Course
Mathematics for Foundation Phase Teachers (MFP1501)
Institution
University Of South Africa (Unisa)
Book
Teaching Mathematics
MFP1501 Assignment 2 (COMPLETE ANSWERS) 2024 - 18 June 2024;
100% TRUSTED workings, explanations and solutions. for assistance
@+254743275643.................................
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: Imagine a group of young students accumulating colorful candy. At this
point, they're merely counting one candy at a time, matching it to a number. They're on a treasure
hunt, assigning a different number to each candy they discover. They're not yet concerned with
how many candies there are altogether; their focus is on giving each candy an individual identity,
similar to identifying each member of a team.
Additive Composition: Consider a group of builders erecting a tower out of blocks. Here, the
students begin to realize the benefit of merging discrete components to form a greater whole.
Each brick they add increases the total height of the tower. They are no longer simply counting
the blocks; they are stacking them, realizing that the height of the tower is the sum of all the
individual blocks. It's like piecing together a puzzle, with each piece helping to complete the
picture.
Many-to-One Counting: Picture a bunch of gardeners planting rows of flowers in a garden. At
this stage, the students begin to understand the concept of grouping. Instead of counting each
bloom individually, they realize they may count numerous flowers as one group. They may count
the flowers in rows or bunches, noting that each row or bunch represents a specific number of
