MFP1501
Assessment 2 2025
DUE DATE: AUGUST 2025
, QUESTION 1
(20)
1.1 Identify TWO (2) diagrams that you can use to teach doubling to the
Foundation Phase.
Two useful diagrams for teaching doubling in the Foundation Phase are:
Number bond diagrams
Array diagrams
1.2 Motivate how you will use each diagram in Question 1.1. Do not copy from the
study guide.
Number bond diagrams are visual tools that show the relationship between a whole
number and its parts. For example, to teach doubling using the number 6, I would draw
a circle with the number 6 in it and two lines leading to two other circles, each
containing the number 3. Then, I would show that if you double 3, you get 6. This shows
the concept of doubling as two equal parts making a whole. I will use concrete materials
like counters to fill in each circle and then count all to confirm the double.
Array diagrams are arrangements of objects or marks in rows and columns that help
learners see the structure of numbers. For example, to teach double 4, I would draw 2
rows of 4 dots. Then, learners count all the dots to see the total is 8. The visual
alignment reinforces the idea that doubling a number means making two sets of the
same size. Arrays can be drawn or built with objects like bottle tops or buttons. I will let
learners build their own arrays for numbers 1–10 to discover doubling independently
and record their findings.
Assessment 2 2025
DUE DATE: AUGUST 2025
, QUESTION 1
(20)
1.1 Identify TWO (2) diagrams that you can use to teach doubling to the
Foundation Phase.
Two useful diagrams for teaching doubling in the Foundation Phase are:
Number bond diagrams
Array diagrams
1.2 Motivate how you will use each diagram in Question 1.1. Do not copy from the
study guide.
Number bond diagrams are visual tools that show the relationship between a whole
number and its parts. For example, to teach doubling using the number 6, I would draw
a circle with the number 6 in it and two lines leading to two other circles, each
containing the number 3. Then, I would show that if you double 3, you get 6. This shows
the concept of doubling as two equal parts making a whole. I will use concrete materials
like counters to fill in each circle and then count all to confirm the double.
Array diagrams are arrangements of objects or marks in rows and columns that help
learners see the structure of numbers. For example, to teach double 4, I would draw 2
rows of 4 dots. Then, learners count all the dots to see the total is 8. The visual
alignment reinforces the idea that doubling a number means making two sets of the
same size. Arrays can be drawn or built with objects like bottle tops or buttons. I will let
learners build their own arrays for numbers 1–10 to discover doubling independently
and record their findings.
