EMA1501
ASSIGNMENT 2
ANSWERS 2025
EMA1501 ASSIGNMENT 2 ANSWERS
2025
,EMA1501
ASSESSMENT 2
Question 1
1.1 Differentiate between mathematical concepts and mathematical skills, and
provide an example for each.
Mathematical Concepts: These are abstract ideas or general principles about
mathematics. They are the "what" of mathematics, the underlying understanding of
relationships and ideas. Concepts are the building blocks for more complex
mathematical thinking.
Example: The concept of *equivalence*. Understanding that different
representations can have the same value (e.g., 2 + 3 is equivalent to 1 + 4, or 1/2 is
equivalent to 50%).
* **Mathematical Skills:** These are the abilities or procedures needed to apply
mathematical concepts to solve problems or perform tasks. Skills are the "how" of
mathematics; the ability to execute specific procedures accurately and efficiently.
* **Example:** The skill of *addition*. Being able to accurately and quickly add
two or more numbers together to find their sum (e.g., knowing that 7 + 5 = 12).
**1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each.**
**1.2.1 Number Sense**
, * **Definition:** Number sense is an intuitive understanding of numbers and their
relationships. It involves flexibility and fluency with numbers, enabling individuals to
solve problems creatively and efficiently. It includes understanding the magnitude of
numbers, their relative size, their representation in different forms, and the effect of
operations on them.
* **Examples:**
* Being able to estimate the number of objects in a small group without counting
each one individually.
* Understanding that 9 is close to 10 and using that knowledge to quickly
calculate 9 + 8 as "close to 10 + 8" and then adjusting.
**1.2.2 Patterns**
* **Definition:** A pattern is a predictable regularity or arrangement in objects,
events, or mathematical concepts. Identifying and understanding patterns is a
fundamental skill in mathematics and helps children make predictions and
generalizations.
* **Examples:**
* Recognizing the pattern in a sequence like 2, 4, 6, 8, 10 (increasing by 2 each
time) and being able to predict the next number (12).
* Identifying the pattern in a geometric shape arrangement where a square is
consistently followed by a triangle (square, triangle, square, triangle…).
**1.2.3 Measurement**
* **Definition:** Measurement is the process of assigning a numerical value to an
attribute of an object or event, such as length, weight, volume, or time. It involves
ASSIGNMENT 2
ANSWERS 2025
EMA1501 ASSIGNMENT 2 ANSWERS
2025
,EMA1501
ASSESSMENT 2
Question 1
1.1 Differentiate between mathematical concepts and mathematical skills, and
provide an example for each.
Mathematical Concepts: These are abstract ideas or general principles about
mathematics. They are the "what" of mathematics, the underlying understanding of
relationships and ideas. Concepts are the building blocks for more complex
mathematical thinking.
Example: The concept of *equivalence*. Understanding that different
representations can have the same value (e.g., 2 + 3 is equivalent to 1 + 4, or 1/2 is
equivalent to 50%).
* **Mathematical Skills:** These are the abilities or procedures needed to apply
mathematical concepts to solve problems or perform tasks. Skills are the "how" of
mathematics; the ability to execute specific procedures accurately and efficiently.
* **Example:** The skill of *addition*. Being able to accurately and quickly add
two or more numbers together to find their sum (e.g., knowing that 7 + 5 = 12).
**1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each.**
**1.2.1 Number Sense**
, * **Definition:** Number sense is an intuitive understanding of numbers and their
relationships. It involves flexibility and fluency with numbers, enabling individuals to
solve problems creatively and efficiently. It includes understanding the magnitude of
numbers, their relative size, their representation in different forms, and the effect of
operations on them.
* **Examples:**
* Being able to estimate the number of objects in a small group without counting
each one individually.
* Understanding that 9 is close to 10 and using that knowledge to quickly
calculate 9 + 8 as "close to 10 + 8" and then adjusting.
**1.2.2 Patterns**
* **Definition:** A pattern is a predictable regularity or arrangement in objects,
events, or mathematical concepts. Identifying and understanding patterns is a
fundamental skill in mathematics and helps children make predictions and
generalizations.
* **Examples:**
* Recognizing the pattern in a sequence like 2, 4, 6, 8, 10 (increasing by 2 each
time) and being able to predict the next number (12).
* Identifying the pattern in a geometric shape arrangement where a square is
consistently followed by a triangle (square, triangle, square, triangle…).
**1.2.3 Measurement**
* **Definition:** Measurement is the process of assigning a numerical value to an
attribute of an object or event, such as length, weight, volume, or time. It involves
