FMT3701 Assignment 2 2025
Unique Number:
Due date: 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they work. It
involves knowing how to count, compare, and manipulate numbers flexibly in real-life
contexts. According to the Ontario Ministry of Education (2005), number sense includes
understanding the relationships between numbers, their representation, quantity, and the
four operations. Cunningham (2018) adds that learners with number sense can compare
quantities, identify patterns, and solve problems logically. Number sense develops through
counting, identifying patterns, using place value, and practising operations in meaningful
ways. Teachers play a key role in helping learners apply numbers confidently and
accurately.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they
work. It involves knowing how to count, compare, and manipulate numbers flexibly in
real-life contexts. According to the Ontario Ministry of Education (2005), number
sense includes understanding the relationships between numbers, their
representation, quantity, and the four operations. Cunningham (2018) adds that
learners with number sense can compare quantities, identify patterns, and solve
problems logically. Number sense develops through counting, identifying patterns,
using place value, and practising operations in meaningful ways. Teachers play a
key role in helping learners apply numbers confidently and accurately.
1.2 Distinguish between verbal and object counting, giving two examples for
each
Verbal counting, also known as rote counting, is when learners recite number names
from memory, often in sequence, without necessarily understanding the value each
number represents. This type of counting often appears in early learning through
songs, rhymes, and chants. Learners may count rhythmically but do not yet grasp
one-to-one correspondence between numbers and objects. Examples include a
learner singing “one, two, three, four…” while skipping or saying numbers aloud
during a song but without counting real items.
Object counting, or rational counting, involves matching number names to actual
objects, following the one-to-one correspondence principle. In this case, learners
understand that each object must be counted once and that the last number said
represents the total quantity. This type of counting reflects deeper number sense, as
it involves understanding the concept of quantity. Examples include a learner placing
one block at a time while counting aloud “one, two, three…” and understanding that
three blocks are present. Another example is a child counting how many apples are
in a basket, saying one number for each apple, and concluding “five apples.”
In short, verbal counting demonstrates memorisation of the counting sequence, while
object counting shows understanding of quantity. For effective development of
Unique Number:
Due date: 26 July 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they work. It
involves knowing how to count, compare, and manipulate numbers flexibly in real-life
contexts. According to the Ontario Ministry of Education (2005), number sense includes
understanding the relationships between numbers, their representation, quantity, and the
four operations. Cunningham (2018) adds that learners with number sense can compare
quantities, identify patterns, and solve problems logically. Number sense develops through
counting, identifying patterns, using place value, and practising operations in meaningful
ways. Teachers play a key role in helping learners apply numbers confidently and
accurately.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they
work. It involves knowing how to count, compare, and manipulate numbers flexibly in
real-life contexts. According to the Ontario Ministry of Education (2005), number
sense includes understanding the relationships between numbers, their
representation, quantity, and the four operations. Cunningham (2018) adds that
learners with number sense can compare quantities, identify patterns, and solve
problems logically. Number sense develops through counting, identifying patterns,
using place value, and practising operations in meaningful ways. Teachers play a
key role in helping learners apply numbers confidently and accurately.
1.2 Distinguish between verbal and object counting, giving two examples for
each
Verbal counting, also known as rote counting, is when learners recite number names
from memory, often in sequence, without necessarily understanding the value each
number represents. This type of counting often appears in early learning through
songs, rhymes, and chants. Learners may count rhythmically but do not yet grasp
one-to-one correspondence between numbers and objects. Examples include a
learner singing “one, two, three, four…” while skipping or saying numbers aloud
during a song but without counting real items.
Object counting, or rational counting, involves matching number names to actual
objects, following the one-to-one correspondence principle. In this case, learners
understand that each object must be counted once and that the last number said
represents the total quantity. This type of counting reflects deeper number sense, as
it involves understanding the concept of quantity. Examples include a learner placing
one block at a time while counting aloud “one, two, three…” and understanding that
three blocks are present. Another example is a child counting how many apples are
in a basket, saying one number for each apple, and concluding “five apples.”
In short, verbal counting demonstrates memorisation of the counting sequence, while
object counting shows understanding of quantity. For effective development of
