FMT3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 26 JULY 2025
, Foundation Phase Mathematics
QUESTION 1
1.1 Explain the concept “number sense” and its development. (4)
Number sense is a child’s natural ability to understand numbers and how they work. It
is not just about counting or knowing numbers in order, but it is also about
understanding what numbers mean, how they relate to each other, and how to use them
in real life. For example, if a child knows that 5 is more than 3, or that 4 and 6 make 10,
they are showing number sense.
Number sense develops over time as children explore numbers in different ways. It
starts when they are very young — they begin by recognising small groups of objects
without counting (like seeing three apples and knowing they are three). As they grow,
they learn to count, compare numbers, add, subtract, and solve problems. Teachers
can help children build number sense by using real-life examples, playing number
games, using visual tools, and encouraging them to explain their thinking.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each. (10)
Verbal counting is when a child says numbers out loud in the correct order. They may
not always understand what the numbers mean yet, but they can recite them like a
song. It’s about learning the number names and their order.
Examples of verbal counting:
A child sings “one, two, three, four, five...” without pointing to anything.
A learner counts aloud from 1 to 10 during a class number song.
Object counting, on the other hand, means the child is not only saying the numbers
but also using them to count actual things. They show understanding by matching each
number they say with one object.
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 26 JULY 2025
, Foundation Phase Mathematics
QUESTION 1
1.1 Explain the concept “number sense” and its development. (4)
Number sense is a child’s natural ability to understand numbers and how they work. It
is not just about counting or knowing numbers in order, but it is also about
understanding what numbers mean, how they relate to each other, and how to use them
in real life. For example, if a child knows that 5 is more than 3, or that 4 and 6 make 10,
they are showing number sense.
Number sense develops over time as children explore numbers in different ways. It
starts when they are very young — they begin by recognising small groups of objects
without counting (like seeing three apples and knowing they are three). As they grow,
they learn to count, compare numbers, add, subtract, and solve problems. Teachers
can help children build number sense by using real-life examples, playing number
games, using visual tools, and encouraging them to explain their thinking.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each. (10)
Verbal counting is when a child says numbers out loud in the correct order. They may
not always understand what the numbers mean yet, but they can recite them like a
song. It’s about learning the number names and their order.
Examples of verbal counting:
A child sings “one, two, three, four, five...” without pointing to anything.
A learner counts aloud from 1 to 10 during a class number song.
Object counting, on the other hand, means the child is not only saying the numbers
but also using them to count actual things. They show understanding by matching each
number they say with one object.
