FMT3701
ASSIGNMENT 2 2025
DUE 26 JULY 2025
SEMESTER 1 2025
, FMT3701
Assignment 2 2025
Due 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense is when learners understand numbers, how they work, and can use them in
many ways to solve problems (Ontario Ministry of Education, 2015: 8). It includes knowing
more‑and‑less, part whole relationships, and special numbers like five and ten. To develop
number sense, children need to see numbers in lots of ways counting objects, reading
number symbols, and using numbers in real life (Cunningham, 2018). Teachers help by giving
activities that link counting, quantity, and relationships, so learners build a strong foundation
(DBE, CAPS 2011: 18–23).
1.2 Distinguish between verbal and object counting, giving two examples for each
Verbal counting is saying number words in order without touching objects. For example, a
child chants “one, two, three, four” while looking at a picture (Naudé & Meier, 2020: 1), and
another child recites “five, six, seven, eight” at circle time.
Object counting is touching or moving items and saying a number for each. For example, a
learner counts out ten blocks by placing one block in a pile and saying “one” for each block
(Naudé & Meier, 2020: 1), and another counts ten apples by pointing to each apple and
saying the number.
1.3 Briefly contrast
1.3.1 Order irrelevance
Order irrelevance means the order you count things does not change how many there are.
Whether a child counts blocks from left to right or right to left, the total stays the same
(Clements & Sarama in Naudé & Meier, 2020: 4).
1.3.2 Movement is magnitude
ASSIGNMENT 2 2025
DUE 26 JULY 2025
SEMESTER 1 2025
, FMT3701
Assignment 2 2025
Due 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense is when learners understand numbers, how they work, and can use them in
many ways to solve problems (Ontario Ministry of Education, 2015: 8). It includes knowing
more‑and‑less, part whole relationships, and special numbers like five and ten. To develop
number sense, children need to see numbers in lots of ways counting objects, reading
number symbols, and using numbers in real life (Cunningham, 2018). Teachers help by giving
activities that link counting, quantity, and relationships, so learners build a strong foundation
(DBE, CAPS 2011: 18–23).
1.2 Distinguish between verbal and object counting, giving two examples for each
Verbal counting is saying number words in order without touching objects. For example, a
child chants “one, two, three, four” while looking at a picture (Naudé & Meier, 2020: 1), and
another child recites “five, six, seven, eight” at circle time.
Object counting is touching or moving items and saying a number for each. For example, a
learner counts out ten blocks by placing one block in a pile and saying “one” for each block
(Naudé & Meier, 2020: 1), and another counts ten apples by pointing to each apple and
saying the number.
1.3 Briefly contrast
1.3.1 Order irrelevance
Order irrelevance means the order you count things does not change how many there are.
Whether a child counts blocks from left to right or right to left, the total stays the same
(Clements & Sarama in Naudé & Meier, 2020: 4).
1.3.2 Movement is magnitude
