FMT3701
Assignment 2
Due 26 July 2025
,QUESTION 1
1.1 Explain the Concept “Number Sense” and Its Development
Number sense refers to a learner’s flexible and intuitive understanding of numbers and
how they relate to one another in various mathematical situations. It encompasses
several key skills, including the ability to:
Recognize and represent quantities
Understand number relationships (such as more than, less than, equal to)
Perform mental calculations and make reasonable estimates
Recognize patterns in numbers
Grasp the concept of place value and operations
Number sense is not merely about memorizing math facts—it involves the
development of deep conceptual understanding through meaningful interactions with
numbers in everyday life. According to Learning Unit 5, this process is gradual and
supported through experiences that move from concrete (using physical objects) to
semi-concrete (using drawings or diagrams) and eventually to abstract (using
symbols and numbers) representations.
The development of number sense typically begins in the Foundation Phase, where
young learners are exposed to a variety of number-related activities, such as:
Counting real objects
Participating in number games and songs
Solving simple word problems
Using manipulatives like counting blocks, beads, or number lines
As learners progress to the Intermediate Phase, they are encouraged to develop
strategies for grouping, comparing, decomposing (breaking down), and recomposing
(rebuilding) numbers. These skills help them approach problems with flexibility and
efficiency.
, Supporting strategies that enhance number sense include:
Encouraging learners to explain their thinking
Using everyday examples to apply number concepts
Providing visual and tactile learning tools (e.g., base-ten blocks, number charts)
Asking open-ended questions to promote reasoning
In summary, number sense is foundational to all further mathematical learning and
problem-solving. It empowers learners to work confidently and accurately with
numbers in both academic and real-world settings.
1.2 Distinguish Between Verbal and Object Counting, Giving Two (2) Examples for
Each
Verbal Counting and Object Counting are two early mathematical skills that support
the development of number sense. While they are related, they serve different purposes
in the learning process.
Verbal Counting:
Verbal counting is the ability to say number names in the correct sequential order,
often starting from 1. It is rote-based and does not require the learner to associate the
numbers with actual objects. It helps learners understand the structure and rhythm of
number sequences.
Examples:
1. A learner reciting: “One, two, three, four, five…” while walking, without counting
any items.
2. Singing a number song like “Ten Green Bottles” where numbers are chanted but
not used to count physical objects.
Assignment 2
Due 26 July 2025
,QUESTION 1
1.1 Explain the Concept “Number Sense” and Its Development
Number sense refers to a learner’s flexible and intuitive understanding of numbers and
how they relate to one another in various mathematical situations. It encompasses
several key skills, including the ability to:
Recognize and represent quantities
Understand number relationships (such as more than, less than, equal to)
Perform mental calculations and make reasonable estimates
Recognize patterns in numbers
Grasp the concept of place value and operations
Number sense is not merely about memorizing math facts—it involves the
development of deep conceptual understanding through meaningful interactions with
numbers in everyday life. According to Learning Unit 5, this process is gradual and
supported through experiences that move from concrete (using physical objects) to
semi-concrete (using drawings or diagrams) and eventually to abstract (using
symbols and numbers) representations.
The development of number sense typically begins in the Foundation Phase, where
young learners are exposed to a variety of number-related activities, such as:
Counting real objects
Participating in number games and songs
Solving simple word problems
Using manipulatives like counting blocks, beads, or number lines
As learners progress to the Intermediate Phase, they are encouraged to develop
strategies for grouping, comparing, decomposing (breaking down), and recomposing
(rebuilding) numbers. These skills help them approach problems with flexibility and
efficiency.
, Supporting strategies that enhance number sense include:
Encouraging learners to explain their thinking
Using everyday examples to apply number concepts
Providing visual and tactile learning tools (e.g., base-ten blocks, number charts)
Asking open-ended questions to promote reasoning
In summary, number sense is foundational to all further mathematical learning and
problem-solving. It empowers learners to work confidently and accurately with
numbers in both academic and real-world settings.
1.2 Distinguish Between Verbal and Object Counting, Giving Two (2) Examples for
Each
Verbal Counting and Object Counting are two early mathematical skills that support
the development of number sense. While they are related, they serve different purposes
in the learning process.
Verbal Counting:
Verbal counting is the ability to say number names in the correct sequential order,
often starting from 1. It is rote-based and does not require the learner to associate the
numbers with actual objects. It helps learners understand the structure and rhythm of
number sequences.
Examples:
1. A learner reciting: “One, two, three, four, five…” while walking, without counting
any items.
2. Singing a number song like “Ten Green Bottles” where numbers are chanted but
not used to count physical objects.
