, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1.1. Explain the concept “number sense” and its development.
Number sense is the ability to understand numbers and how they work, including the flexible use of
this understanding to solve problems and make mathematical decisions. It develops through
experiences that help learners grasp quantities, compare values, recognize number relationships, and
connect number symbols with real-world quantities. A well-developed number sense allows learners
to move beyond memorized procedures and think more deeply about mathematical ideas.
Key aspects in the development of number sense include counting, operational understanding, place
value, number relationships, and problem-solving. Counting is more than reciting numbers—it
includes matching numbers to objects and recognizing patterns like counting on or back. Operational
sense involves knowing how addition, subtraction, multiplication, and division relate to one another.
Place value teaches learners that a number’s position affects its value, which is essential for
understanding the base ten system. Number relationships help learners compare and break apart
numbers, while problem-solving offers meaningful contexts to apply these skills. Together, these
ideas build a strong mathematical foundation.
1.2. Distinguish between verbal and object counting giving, two (2) examples for each.
Counting can be divided into two main types: verbal counting and object counting. Verbal counting
refers to the ability to say number names in order, often from memory, without needing to count
physical items. It helps learners become familiar with the rhythm and sequence of numbers. For
example, children might chant "one, two, three, four" together as part of a routine, or a toddler may
say "one, three, nine, ten" in a playful attempt to imitate number names, even if the order is not yet
accurate.
Object counting, on the other hand, involves physically matching each spoken number with an
individual object. This helps learners understand how many items are in a set and introduces key
mathematical concepts like one-to-one correspondence and cardinality. For example, a child may
count bottle caps by moving them one at a time while saying the numbers aloud, or use their fingers
to keep track while solving a counting problem.
QUESTION 1
1.1. Explain the concept “number sense” and its development.
Number sense is the ability to understand numbers and how they work, including the flexible use of
this understanding to solve problems and make mathematical decisions. It develops through
experiences that help learners grasp quantities, compare values, recognize number relationships, and
connect number symbols with real-world quantities. A well-developed number sense allows learners
to move beyond memorized procedures and think more deeply about mathematical ideas.
Key aspects in the development of number sense include counting, operational understanding, place
value, number relationships, and problem-solving. Counting is more than reciting numbers—it
includes matching numbers to objects and recognizing patterns like counting on or back. Operational
sense involves knowing how addition, subtraction, multiplication, and division relate to one another.
Place value teaches learners that a number’s position affects its value, which is essential for
understanding the base ten system. Number relationships help learners compare and break apart
numbers, while problem-solving offers meaningful contexts to apply these skills. Together, these
ideas build a strong mathematical foundation.
1.2. Distinguish between verbal and object counting giving, two (2) examples for each.
Counting can be divided into two main types: verbal counting and object counting. Verbal counting
refers to the ability to say number names in order, often from memory, without needing to count
physical items. It helps learners become familiar with the rhythm and sequence of numbers. For
example, children might chant "one, two, three, four" together as part of a routine, or a toddler may
say "one, three, nine, ten" in a playful attempt to imitate number names, even if the order is not yet
accurate.
Object counting, on the other hand, involves physically matching each spoken number with an
individual object. This helps learners understand how many items are in a set and introduces key
mathematical concepts like one-to-one correspondence and cardinality. For example, a child may
count bottle caps by moving them one at a time while saying the numbers aloud, or use their fingers
to keep track while solving a counting problem.
