TPF3703
Assignment 3
Portfolio 50
(Answer Guide) -
Due 25 August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
, TPF3703
ASSESSMENT
3/0/2025
TPF3703 Assignment 3 Portfolio 50 (Answer Guide) - Due 25 August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN GIVEN
GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER PLAGARIZE.
Thank you and success in your academics.
UNISA, 2025
LESSON 1: MFP1501 - GRADE R
In these lessons, I want you to present one topic to all the Foundation Phase
classes showing progression. I want to see how you will be able to move from the
level of Grade R to Grade 3.
Counting can be seen as an easy activity for learners. There are two distinctly
different ways of thinking about counting numbers. These are:
Ordinality – counting numbers as a list.
Cardinality – counting numbers as associated with quantity for describing set size.
Find teaching and learning resources that will enable you to create lists and quantity
sets suitable for Grade R learners (N.B Ensure that the resources are real
objects that relate to day -to- day-use). Create a story that is linked to the
resources, which you will tell the learners as the introduction of your lesson. In the
presentation of your learners, teach the learners to count numbers as lists and
teaching them to count numbers as associated with quantity for describing set size
using the resources you found.
Plan an assessment that learners will do at the end of this lesson, which is
associated with the story you told and the activities you presented. Most
importantly, the assessment should be aimed at assessing the Stable order
principle. To see if learners are consistently using the number words in the same
order.
Remember to use the lesson template provided for the purpose of structuring
your lesson clearly.
,SECTION A: GRADE R
Lesson 1: MFP1501 – Grade R Numeracy (Counting – Ordinality and Cardinality)
Term: 1
Date: [Insert Date]
Theme: My Home and My Family
Topic: Counting Using Ordinality and Cardinality
Grade: R
Duration: 45 minutes
Learning Outcome
By the end of this lesson, learners will be able to:
Count numbers in the correct sequence (Ordinality)
Match numbers to quantities (Cardinality)
Consistently use number words in stable order
🔗 Lesson Integration
Language: Listening and responding to a story
Life Skills: Family roles, daily activities
Mathematics: Counting numbers 1–5
Introduction / Warm-up
Teacher activity:
Begin the lesson by introducing a short, interactive story called “Mama’s Market
Trip”:
“Mama went to the market to buy 1 apple 🍎, 2 bananas 🍌, 3 potatoes 🥔, 4 oranges
🍊, and 5 carrots 🥔.”
While telling the story, show real-life items (or toy versions) of each fruit/vegetable as
Mama counts them into her basket. Ask learners to repeat after each number.
Learner activity:
Learners repeat the number words aloud and try to identify the objects. Engage them
, by asking:
“What did Mama buy first?”
“How many bananas did she get?”
Main Activity
Teacher activity:
Divide the class into small groups and give each group a shopping basket with
different fruits and vegetables (either real or toy versions). Provide number cards (1–
5).
Tasks:
Learners will place the correct number of each item in the basket.
Learners will then count the items aloud, using number cards.
Reinforce correct number order (ordinality) and correct quantity matching
(cardinality).
Learner activity:
Each learner counts their group’s items aloud, showing one-to-one correspondence,
and places number cards next to the counted objects.
Conclusion / Cool down
Ask learners to sit in a circle. Recap the story and ask:
“Who remembers what came after 2 bananas?”
Sing a counting rhyme together:
🎵 “1 little apple, 2 little bananas, 3 little potatoes more…” 🎵
Differentiation
Learners needing support will work with fewer objects (1–3).
Advanced learners will count to 10 and add more items.
Peer support encouraged through group work.
Resources
Real/tactile objects (fruit/vegetable toys or cutouts)
Number cards (1–5)
Basket/containers
Assignment 3
Portfolio 50
(Answer Guide) -
Due 25 August 2025
QUESTIONS WITH 100%
VERIFIED AND
CERTIFIED ANSWERS.
, TPF3703
ASSESSMENT
3/0/2025
TPF3703 Assignment 3 Portfolio 50 (Answer Guide) - Due 25 August 2025
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN GIVEN
GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER PLAGARIZE.
Thank you and success in your academics.
UNISA, 2025
LESSON 1: MFP1501 - GRADE R
In these lessons, I want you to present one topic to all the Foundation Phase
classes showing progression. I want to see how you will be able to move from the
level of Grade R to Grade 3.
Counting can be seen as an easy activity for learners. There are two distinctly
different ways of thinking about counting numbers. These are:
Ordinality – counting numbers as a list.
Cardinality – counting numbers as associated with quantity for describing set size.
Find teaching and learning resources that will enable you to create lists and quantity
sets suitable for Grade R learners (N.B Ensure that the resources are real
objects that relate to day -to- day-use). Create a story that is linked to the
resources, which you will tell the learners as the introduction of your lesson. In the
presentation of your learners, teach the learners to count numbers as lists and
teaching them to count numbers as associated with quantity for describing set size
using the resources you found.
Plan an assessment that learners will do at the end of this lesson, which is
associated with the story you told and the activities you presented. Most
importantly, the assessment should be aimed at assessing the Stable order
principle. To see if learners are consistently using the number words in the same
order.
Remember to use the lesson template provided for the purpose of structuring
your lesson clearly.
,SECTION A: GRADE R
Lesson 1: MFP1501 – Grade R Numeracy (Counting – Ordinality and Cardinality)
Term: 1
Date: [Insert Date]
Theme: My Home and My Family
Topic: Counting Using Ordinality and Cardinality
Grade: R
Duration: 45 minutes
Learning Outcome
By the end of this lesson, learners will be able to:
Count numbers in the correct sequence (Ordinality)
Match numbers to quantities (Cardinality)
Consistently use number words in stable order
🔗 Lesson Integration
Language: Listening and responding to a story
Life Skills: Family roles, daily activities
Mathematics: Counting numbers 1–5
Introduction / Warm-up
Teacher activity:
Begin the lesson by introducing a short, interactive story called “Mama’s Market
Trip”:
“Mama went to the market to buy 1 apple 🍎, 2 bananas 🍌, 3 potatoes 🥔, 4 oranges
🍊, and 5 carrots 🥔.”
While telling the story, show real-life items (or toy versions) of each fruit/vegetable as
Mama counts them into her basket. Ask learners to repeat after each number.
Learner activity:
Learners repeat the number words aloud and try to identify the objects. Engage them
, by asking:
“What did Mama buy first?”
“How many bananas did she get?”
Main Activity
Teacher activity:
Divide the class into small groups and give each group a shopping basket with
different fruits and vegetables (either real or toy versions). Provide number cards (1–
5).
Tasks:
Learners will place the correct number of each item in the basket.
Learners will then count the items aloud, using number cards.
Reinforce correct number order (ordinality) and correct quantity matching
(cardinality).
Learner activity:
Each learner counts their group’s items aloud, showing one-to-one correspondence,
and places number cards next to the counted objects.
Conclusion / Cool down
Ask learners to sit in a circle. Recap the story and ask:
“Who remembers what came after 2 bananas?”
Sing a counting rhyme together:
🎵 “1 little apple, 2 little bananas, 3 little potatoes more…” 🎵
Differentiation
Learners needing support will work with fewer objects (1–3).
Advanced learners will count to 10 and add more items.
Peer support encouraged through group work.
Resources
Real/tactile objects (fruit/vegetable toys or cutouts)
Number cards (1–5)
Basket/containers
