2022 EMA1501 Assessment 4
QUESTION 1.1. Differentiate between the three pre-number concepts below:
A. matching
Matching is tied in with making affiliations or seeing connections between things. At
the point when two items are coordinated, we have an explanation as a top priority
why they go together - for instance, two shoes match when they are identical
representations of one another.
B. sorting/classification
The skill of classification includes isolating items from each other as per a specific
trademark. Order exercises add to coherent reasoning. To arrange and sort objects,
one should have the option to distinguish how things are similar and unique.
C. subitising
Subitising is the capacity to tell the quantity of items in a set without counting them.
QUESTION 1.2. Use examples of appropriate activities to explain your understanding of
these concepts.
Matching: Kids practice this expertise when they should guarantee that a different
paint brush is utilized for each shade of paint.
Sorting/Classification: The learner should have the option to separate outwardly
between, for instance, various shapes, varieties, sizes, and surfaces. "Which one doesn't
appear as though the others?" is an illustration of such a movement.
Subitising: For instance, if you see 3 dots and you quickly say three, you have seen the 3
specks naturally and all the while (Clements and Sarama 2014).
QUESTION 1.1. Differentiate between the three pre-number concepts below:
A. matching
Matching is tied in with making affiliations or seeing connections between things. At
the point when two items are coordinated, we have an explanation as a top priority
why they go together - for instance, two shoes match when they are identical
representations of one another.
B. sorting/classification
The skill of classification includes isolating items from each other as per a specific
trademark. Order exercises add to coherent reasoning. To arrange and sort objects,
one should have the option to distinguish how things are similar and unique.
C. subitising
Subitising is the capacity to tell the quantity of items in a set without counting them.
QUESTION 1.2. Use examples of appropriate activities to explain your understanding of
these concepts.
Matching: Kids practice this expertise when they should guarantee that a different
paint brush is utilized for each shade of paint.
Sorting/Classification: The learner should have the option to separate outwardly
between, for instance, various shapes, varieties, sizes, and surfaces. "Which one doesn't
appear as though the others?" is an illustration of such a movement.
Subitising: For instance, if you see 3 dots and you quickly say three, you have seen the 3
specks naturally and all the while (Clements and Sarama 2014).
