TPF3703
Assignment 3: Detailed Answers
PORTFOLIO 50
DUE August 2025
,TPF3703
Assignment 3
Portfolio 50
Due August 2025
Teaching and Learning Across Foundation Phase: A Structured Approach
Grade R: Counting Numbers as Lists and Quantity Sets (MFP1501)
Overview and Rationale
Counting is a foundational mathematical skill that underpins robust number sense
development in early education. The CAPS Mathematics curriculum for Grade R
emphatically emphasizes play-based, hands-on activities to develop number
concepts, including ordinality (counting numbers as a sequence) and cardinality
(counting to describe set size) (Department of Basic Education, 2011a). This lesson is
meticulously designed to introduce Grade R learners to both concepts, leveraging real,
everyday objects to ensure profound relevance and sustained engagement, thereby
fostering a positive and enduring attitude toward mathematics (Vale & Westaway, 2024).
Lesson Plan Template
Subject: Mathematics Grade: R Topic: Counting Numbers as Lists and Quantity Sets
Duration: 30 minutes Learning Outcomes: * Learners will count numbers in sequence
(ordinality) from 1 to 10.
• Learners will count objects to determine set size (cardinality) up to 10.
• Learners will demonstrate the stable order principle by consistently using
number words in the correct sequence. Resources: * 10 plastic toy fruits (e.g.,
apples, bananas, oranges from a play kitchen set).
• A basket for collecting fruits.
, • Number cards (1–10) meticulously crafted from recycled cardboard.
• A chart with a numbered list (1–10) for readily accessible reference.
Introduction (5 minutes):
Story: “The Fruit Market Adventure” “Today, we’re embarking on an exciting trip to
the fruit market! Mama Thandi urgently needs help collecting fruits for her bustling shop.
She possesses a vital list of numbers to count her fruits, and critically, she needs to
ascertain precisely how many fruits reside in her basket. Let’s collaborate and help her
by counting the fruits one by one and meticulously ensuring we have the correct
number!” This narrative profoundly connects to learners’ everyday experiences, as
vibrant markets are intrinsically familiar within South African contexts, rendering the
activity deeply relatable and culturally resonant (Clarke & Beck, 2021).
Main Activity (20 minutes):
Ordinality (Counting as a List): * Display the number cards (1–10) in precise
sequence on a prominent chart.
• Lead learners in rhythmically chanting the numbers in order, deliberately pointing
to each card as they articulate: “1, 2, 3…”
• Engage in a game where learners take turns placing number cards in the correct
sequence, thereby robustly reinforcing the stable order principle.
• Reiterate the story context: “Mama Thandi needs to discern the exact order of
her fruit deliveries. Let’s assiduously practice counting the numbers in their
correct sequence!” Cardinality (Counting Quantity Sets): * Carefully place 5
toy fruits in the basket. Pose the crucial question: “How many fruits does Mama
Thandi currently possess?”
• Model the act of counting each fruit aloud, deliberately touching one at a time: “1
apple, 2 bananas, 3 oranges…”
• Divide learners into judiciously sized small groups, furnishing each group with 3–
7 fruits to count and subsequently report the total.
, • Emphatically emphasize one-to-one correspondence by scrupulously ensuring
that each fruit is counted precisely once.
Assessment (5 minutes):
Task: Stable Order Principle Assessment
Activity: Each learner is meticulously given 5 toy fruits and explicitly asked to count
them aloud in sequence to determine the total (e.g., “1, 2, 3, 4, 5”).
Focus: The primary focus is to assess whether learners consistently use number words
in the correct order, thereby demonstrating mastery of the stable order principle, a
profoundly critical milestone for nascent number sense development.
Method: Observation checklist. The teacher systematically records whether each
learner counts correctly (e.g., “1, 2, 3, 4, 5” without inadvertently skipping or repeating
numbers).
Recording: | Learner Name | Correct Sequence (Y/N) | Notes | | :----------- | :---------------
------ | :------------------------- | | Sipho | Y | Counted 1–5 correctly | | Thandi | N | Skipped 3,
said “1, 2, 4, 5” |
Reflection:
The judicious utilization of concrete objects like toy fruits seamlessly aligns with CAPS
recommendations advocating for hands-on, experiential learning (Department of Basic
Education, 2011a). The contextualizing story renders counting inherently meaningful,
while the direct assessment of the stable order principle provides a precise measure of
a critical cognitive acquisition in early mathematical cognition (Winkel & Zipperle, 2023).
This approach not only facilitates understanding but also actively promotes a
constructivist learning environment.
Assignment 3: Detailed Answers
PORTFOLIO 50
DUE August 2025
,TPF3703
Assignment 3
Portfolio 50
Due August 2025
Teaching and Learning Across Foundation Phase: A Structured Approach
Grade R: Counting Numbers as Lists and Quantity Sets (MFP1501)
Overview and Rationale
Counting is a foundational mathematical skill that underpins robust number sense
development in early education. The CAPS Mathematics curriculum for Grade R
emphatically emphasizes play-based, hands-on activities to develop number
concepts, including ordinality (counting numbers as a sequence) and cardinality
(counting to describe set size) (Department of Basic Education, 2011a). This lesson is
meticulously designed to introduce Grade R learners to both concepts, leveraging real,
everyday objects to ensure profound relevance and sustained engagement, thereby
fostering a positive and enduring attitude toward mathematics (Vale & Westaway, 2024).
Lesson Plan Template
Subject: Mathematics Grade: R Topic: Counting Numbers as Lists and Quantity Sets
Duration: 30 minutes Learning Outcomes: * Learners will count numbers in sequence
(ordinality) from 1 to 10.
• Learners will count objects to determine set size (cardinality) up to 10.
• Learners will demonstrate the stable order principle by consistently using
number words in the correct sequence. Resources: * 10 plastic toy fruits (e.g.,
apples, bananas, oranges from a play kitchen set).
• A basket for collecting fruits.
, • Number cards (1–10) meticulously crafted from recycled cardboard.
• A chart with a numbered list (1–10) for readily accessible reference.
Introduction (5 minutes):
Story: “The Fruit Market Adventure” “Today, we’re embarking on an exciting trip to
the fruit market! Mama Thandi urgently needs help collecting fruits for her bustling shop.
She possesses a vital list of numbers to count her fruits, and critically, she needs to
ascertain precisely how many fruits reside in her basket. Let’s collaborate and help her
by counting the fruits one by one and meticulously ensuring we have the correct
number!” This narrative profoundly connects to learners’ everyday experiences, as
vibrant markets are intrinsically familiar within South African contexts, rendering the
activity deeply relatable and culturally resonant (Clarke & Beck, 2021).
Main Activity (20 minutes):
Ordinality (Counting as a List): * Display the number cards (1–10) in precise
sequence on a prominent chart.
• Lead learners in rhythmically chanting the numbers in order, deliberately pointing
to each card as they articulate: “1, 2, 3…”
• Engage in a game where learners take turns placing number cards in the correct
sequence, thereby robustly reinforcing the stable order principle.
• Reiterate the story context: “Mama Thandi needs to discern the exact order of
her fruit deliveries. Let’s assiduously practice counting the numbers in their
correct sequence!” Cardinality (Counting Quantity Sets): * Carefully place 5
toy fruits in the basket. Pose the crucial question: “How many fruits does Mama
Thandi currently possess?”
• Model the act of counting each fruit aloud, deliberately touching one at a time: “1
apple, 2 bananas, 3 oranges…”
• Divide learners into judiciously sized small groups, furnishing each group with 3–
7 fruits to count and subsequently report the total.
, • Emphatically emphasize one-to-one correspondence by scrupulously ensuring
that each fruit is counted precisely once.
Assessment (5 minutes):
Task: Stable Order Principle Assessment
Activity: Each learner is meticulously given 5 toy fruits and explicitly asked to count
them aloud in sequence to determine the total (e.g., “1, 2, 3, 4, 5”).
Focus: The primary focus is to assess whether learners consistently use number words
in the correct order, thereby demonstrating mastery of the stable order principle, a
profoundly critical milestone for nascent number sense development.
Method: Observation checklist. The teacher systematically records whether each
learner counts correctly (e.g., “1, 2, 3, 4, 5” without inadvertently skipping or repeating
numbers).
Recording: | Learner Name | Correct Sequence (Y/N) | Notes | | :----------- | :---------------
------ | :------------------------- | | Sipho | Y | Counted 1–5 correctly | | Thandi | N | Skipped 3,
said “1, 2, 4, 5” |
Reflection:
The judicious utilization of concrete objects like toy fruits seamlessly aligns with CAPS
recommendations advocating for hands-on, experiential learning (Department of Basic
Education, 2011a). The contextualizing story renders counting inherently meaningful,
while the direct assessment of the stable order principle provides a precise measure of
a critical cognitive acquisition in early mathematical cognition (Winkel & Zipperle, 2023).
This approach not only facilitates understanding but also actively promotes a
constructivist learning environment.
