MFP1501
MATHEMATICS
FOR
FOUNDATION PHASE TEACHERS
ASSIGNMENT 1 SEMESTER 1, 2022
, 1. 3 Reference Study Guide: PG 3
Natural or counting numbers
The counting numbers 1, 2, 3 ... constitute the system of natural numbers. These are
the numbers which we use in our day-to-day life. There is no greatest natural number,
for if 1 is added to any natural number, we get the next higher natural number, called
its successor.
2. 1A number track has no zero and shows counting numbers, which is ideal for young children
because it shows “distinct steps” that they can follow.
1 2 3 4 5 6 7 8 9 10
3. 3Thus, the whole numbers are 0, 1, 2, 3, 4, 5, 6, 7 ... and it is best represented on a number
line starting from 0 (see figure 1.3). Now the distance from 0 to 1 gives a unit size. So,
the number line serves as an extension of the number track. A number line includes
zero; shows whole numbers, relies on the ideas of length and distance from 0, and
connects all types of numbers.
4. 2In simple terms, pattern refers to the sequences or designs that are orderly arranged and
repeat themselves. We recognise patterns when we can figure out the relationship
and structure of this orderly arrangement, which could be an arrangement of numbers
or objects. Algebra, which forms a large component of the mathematics curriculum in
high school, is developed through patterns and relations. It is therefore important to
develop in learners a thorough understanding of patterns in order to have a firm
foundation for learning algebra in future.
MATHEMATICS
FOR
FOUNDATION PHASE TEACHERS
ASSIGNMENT 1 SEMESTER 1, 2022
, 1. 3 Reference Study Guide: PG 3
Natural or counting numbers
The counting numbers 1, 2, 3 ... constitute the system of natural numbers. These are
the numbers which we use in our day-to-day life. There is no greatest natural number,
for if 1 is added to any natural number, we get the next higher natural number, called
its successor.
2. 1A number track has no zero and shows counting numbers, which is ideal for young children
because it shows “distinct steps” that they can follow.
1 2 3 4 5 6 7 8 9 10
3. 3Thus, the whole numbers are 0, 1, 2, 3, 4, 5, 6, 7 ... and it is best represented on a number
line starting from 0 (see figure 1.3). Now the distance from 0 to 1 gives a unit size. So,
the number line serves as an extension of the number track. A number line includes
zero; shows whole numbers, relies on the ideas of length and distance from 0, and
connects all types of numbers.
4. 2In simple terms, pattern refers to the sequences or designs that are orderly arranged and
repeat themselves. We recognise patterns when we can figure out the relationship
and structure of this orderly arrangement, which could be an arrangement of numbers
or objects. Algebra, which forms a large component of the mathematics curriculum in
high school, is developed through patterns and relations. It is therefore important to
develop in learners a thorough understanding of patterns in order to have a firm
foundation for learning algebra in future.
