TPF3703
Assignment 4
Portfolio 51
Due August 2025
,TPF3703
Assignment 4
Portfolio 51
Due August 2025
Teaching and Learning Across Foundation Phase: A Structured Approach for
Grade 2 and Grade 3
Grade 2: Counting Numbers as Lists and Quantity Sets (MFP1501)
Overview and Rationale
Counting in Grade 2 represents a significant advancement from prior knowledge,
systematically extending learners' numerical understanding to numbers up to 100. This
progression critically emphasizes the consolidation of fundamental counting principles:
stable order, one-to-one correspondence, and the cardinal principle (Department of
Basic Education, 2011a). This lesson is specifically engineered to utilize distinct and
unique resources, thereby creating a clear differentiation from the toy fruits used in
Grade R and the bottle caps in Grade 1, ensuring a demonstrable developmental
trajectory. The pedagogical innovation lies in leveraging learner-generated stories to
profoundly enhance engagement, aligning seamlessly with constructivist theories
which inherently emphasize the learner's active construction of knowledge (Piaget,
1970). This approach fundamentally assumes that learning is most robust when
learners are active agents in creating meaning, rather than passive recipients of
information.
,Lesson Plan Template
Subject: Mathematics Grade: 2 Topic: Counting Numbers as Lists and Quantity Sets
Duration: 35 minutes Learning Outcomes:
• Learners will proficiently count numbers in sequence (ordinality) from 1 to 50.
• Learners will accurately count objects to determine set size (cardinality) up to 50.
• Learners will consistently demonstrate the principles of stable order, one-to-one
correspondence, and cardinality. Resources:
• 50 small pebbles (resourcefully collected from a school garden).
• A durable cloth bag for securely holding the pebbles.
• Number cards (1–50) meticulously crafted from recycled cardboard.
• A clearly drawn number line (1–50) prominently displayed on the board.
Introduction (5 minutes):
Learner-Generated Story: Display the cloth bag brimming with pebbles and invite
learners to speculate: “What imaginative purpose could these pebbles serve in a
captivating story?” Guide them collaboratively to weave a concise collective narrative,
for instance, “The Pebble Treasure Hunt,” where a protagonist diligently gathers
pebbles to construct a winding path. Document their salient ideas on the board, forging
an intrinsic link to the forthcoming counting activity. This participatory approach
profoundly fosters ownership and genuinely contextualizes the learning experience,
aligning with Vygotsky's socio-cultural theory which underscores the importance of
social interaction in cognitive development (Vygotsky, 1978). The implicit tension here is
balancing structured learning objectives with the organic, emergent nature of learner-
generated content.
, Main Activity (25 minutes):
Ordinality:
• Prominently display the number line and lead learners in a collective chant-like
counting exercise from 1 to 50, deliberately pointing to each number as it is
articulated.
• Divide learners into collaborative pairs to arrange number cards in their correct
sequence, thereby rigorously reinforcing the stable order principle.
• Explicitly connect this activity to the overarching narrative: “Our character
urgently needs to count the pebbles in precise order to successfully construct the
path.” Cardinality and One-to-One Correspondence:
• Carefully place 15 pebbles on a designated mat. Model the act of counting each
pebble aloud, deliberately touching one at a time: “1, 2, 3…” Emphatically
underscore that the last number articulated (15) unequivocally represents the
total quantity (cardinal principle).
• In small, collaborative groups, furnish learners with 10–20 pebbles to count and
subsequently report the total, scrupulously ensuring that each pebble is counted
precisely once to demonstrate one-to-one correspondence.
Assessment (5 minutes):
Task: Stable Order, One-to-One Correspondence, and Cardinal Principle
Activity: Each learner is required to count 12 pebbles aloud, meticulously arranging
them in a linear formation. They must then confidently state the total number
immediately after counting.
Focus: This assessment rigorously evaluates the learner's adherence to the stable
order principle (correct sequence), their meticulous application of one-to-one
correspondence (each pebble counted precisely once), and their clear understanding
of the cardinal principle (the last number articulated unequivocally represents the total
quantity).
Assignment 4
Portfolio 51
Due August 2025
,TPF3703
Assignment 4
Portfolio 51
Due August 2025
Teaching and Learning Across Foundation Phase: A Structured Approach for
Grade 2 and Grade 3
Grade 2: Counting Numbers as Lists and Quantity Sets (MFP1501)
Overview and Rationale
Counting in Grade 2 represents a significant advancement from prior knowledge,
systematically extending learners' numerical understanding to numbers up to 100. This
progression critically emphasizes the consolidation of fundamental counting principles:
stable order, one-to-one correspondence, and the cardinal principle (Department of
Basic Education, 2011a). This lesson is specifically engineered to utilize distinct and
unique resources, thereby creating a clear differentiation from the toy fruits used in
Grade R and the bottle caps in Grade 1, ensuring a demonstrable developmental
trajectory. The pedagogical innovation lies in leveraging learner-generated stories to
profoundly enhance engagement, aligning seamlessly with constructivist theories
which inherently emphasize the learner's active construction of knowledge (Piaget,
1970). This approach fundamentally assumes that learning is most robust when
learners are active agents in creating meaning, rather than passive recipients of
information.
,Lesson Plan Template
Subject: Mathematics Grade: 2 Topic: Counting Numbers as Lists and Quantity Sets
Duration: 35 minutes Learning Outcomes:
• Learners will proficiently count numbers in sequence (ordinality) from 1 to 50.
• Learners will accurately count objects to determine set size (cardinality) up to 50.
• Learners will consistently demonstrate the principles of stable order, one-to-one
correspondence, and cardinality. Resources:
• 50 small pebbles (resourcefully collected from a school garden).
• A durable cloth bag for securely holding the pebbles.
• Number cards (1–50) meticulously crafted from recycled cardboard.
• A clearly drawn number line (1–50) prominently displayed on the board.
Introduction (5 minutes):
Learner-Generated Story: Display the cloth bag brimming with pebbles and invite
learners to speculate: “What imaginative purpose could these pebbles serve in a
captivating story?” Guide them collaboratively to weave a concise collective narrative,
for instance, “The Pebble Treasure Hunt,” where a protagonist diligently gathers
pebbles to construct a winding path. Document their salient ideas on the board, forging
an intrinsic link to the forthcoming counting activity. This participatory approach
profoundly fosters ownership and genuinely contextualizes the learning experience,
aligning with Vygotsky's socio-cultural theory which underscores the importance of
social interaction in cognitive development (Vygotsky, 1978). The implicit tension here is
balancing structured learning objectives with the organic, emergent nature of learner-
generated content.
, Main Activity (25 minutes):
Ordinality:
• Prominently display the number line and lead learners in a collective chant-like
counting exercise from 1 to 50, deliberately pointing to each number as it is
articulated.
• Divide learners into collaborative pairs to arrange number cards in their correct
sequence, thereby rigorously reinforcing the stable order principle.
• Explicitly connect this activity to the overarching narrative: “Our character
urgently needs to count the pebbles in precise order to successfully construct the
path.” Cardinality and One-to-One Correspondence:
• Carefully place 15 pebbles on a designated mat. Model the act of counting each
pebble aloud, deliberately touching one at a time: “1, 2, 3…” Emphatically
underscore that the last number articulated (15) unequivocally represents the
total quantity (cardinal principle).
• In small, collaborative groups, furnish learners with 10–20 pebbles to count and
subsequently report the total, scrupulously ensuring that each pebble is counted
precisely once to demonstrate one-to-one correspondence.
Assessment (5 minutes):
Task: Stable Order, One-to-One Correspondence, and Cardinal Principle
Activity: Each learner is required to count 12 pebbles aloud, meticulously arranging
them in a linear formation. They must then confidently state the total number
immediately after counting.
Focus: This assessment rigorously evaluates the learner's adherence to the stable
order principle (correct sequence), their meticulous application of one-to-one
correspondence (each pebble counted precisely once), and their clear understanding
of the cardinal principle (the last number articulated unequivocally represents the total
quantity).
